Objectives This qualitative research project focuses on the question how mentoring in teacher training can support learning, professionalization and innovation in schools as "learning organizations". Conceptual framework Mentoring in German teacher training is often associated with expectations of organizational learning processes and school development. It is commonly assumed that school-based mentoring of teacher candidates promotes informal organizational learning of mentors and initiates processes of professionalization and educational processes (Gergen, 2021). On the administrative side, there is a desire to implement school-based reforms in the wake of a generational shift in teaching staff and to advance these reforms through on-the-job learning. Mentors also assume that they receive impulses for their own teaching through interaction with trainee teachers. This assumption can be located in habitus theory (Bourdieu, 1976). However, findings from a reconstructive study on mentoring in teacher training show that learning processes in mentoring don't necessarily lead to mentors' professionalization or education but rather to habitualization and socialization. Methods and mode of inquiry Methodologically, this study makes use of Documentary Method based on knowledge sociology (Bohnsack, 2014). Reconstructions of narrations of a sample of 12 interviewed mentors (6 career starters and 6 experiences teachers) aim at the habitualized orientations structuring actions quite independently from the subjectively expressed sense of statements (Bourdieu, 1976). Thus, the key research question asks how mentors in teacher induction training express their guiding norms and orientations. Results and substantiated conclusions Generally, the findings of the study show that unqualified mentors very rarely adapt to new impulses from teacher trainees and don't contribute to the innovation of school as an organization (Göhlich et al., 2014, pp 3 ff; Göhlich et al., 2018). This leads to the conclusion that mentoring in German teacher education needs to be reformed if an equitable education system is to be cultivated. On an organizational level, the lack of an impact of mentoring on schools' organizational development should be reconsidered since the mentors' counseling and mentees' learning seem to be strongly marked by socialization and habitualization. This leads to the supposition that mentors' training will be necessary in order to support school development in the long run (Weber, 2009a). Demand-oriented further training could be developed through network coaching and innovation laboratories, involve headteacher training and lead to teachers' reciprocal learning by reverse mentoring (Weber, 2009b; Weber & Heidelmann, 2020). These hypotheses should be put forward in a symposium and discussed with a wider audience.

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