Mentoring is a significant component in the socialization process of beginning teachers (Dominguez & Hager, 2013). The conservative approach of socialization seeks to adjust the novice teachers to the prevailing circumstances of school organizations. In this situation, mentoring process is based on the hierarchical paradigm of knowledge transfer in a dyadic, one-to-one encounter in which there are clear relations of authority, where the mentor is perceived as the transmitter of professional knowledge and the mentee is perceived as a passive actor (Darwin, 2000). Recently, new approaches were developed based on social theories and democratic values. Whitin this theoretical framework, new models of mentoring based on collaborative assumptions were formulated. The collaborative model is based on the principles of collaborative transformation and construction of professional knowledge through mutual learning, empowerment practices and empathic dialogue (Canipe & Gunckel, 2020; Pennanen et al., 2018). The paper presents a new model of mentoring for beginning teachers, based on the collaborative work, namely, Multi-Player Induction Teams (MITs). This model was initiated in the Israeli education system and was developed in collaboration with European and Israeli institutions for teacher education in a joint Erasmus+ project, named Proteach (2016-2019). The MITs are conducted in the format of a learning community, and take place at the educational field, mostly at the schools organizations. They are characterized by cooperation between the mentors, school leaders, school administrators, educational policy stakeholders, teacher education advisers and the novice teachers (Arviv Elyashiv & Levi-Keren, 2022). These partners share professional insights, dilemmas and ideas relevant to the socialization period of beginning teachers and to the wider educational perspective, while rethinking, transforming and recreating the culture of their professional community. This process provides the opportunity to discuss education goals in an organizational, democratic, critical, and open environment, and to construct organizational knowledge and learning methods. The study was conducted in the Israeli education system, using a mixed methods design. It aimed to explore the learning experiences, learning challenges and benefits of the MITs in generating a democratic collaborative model for the socialization process of beginning teachers as well as for the establishment of a community of practice at school context for knowledge exchange, knowledge construction, development of competencies and growing identities (Love & Wenger, 1991).

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