Mentoring has been described as a key strategy for supporting teachers who are beginning their career (Jones, 2009), and the focus of research has often been the mentee receiving mentoring and the mentoring process itself (Walters et al., 2020). Internationally, concerns have been raised about the need to place greater attention on mentors, how they are prepared for their role, and mentor education (Hobson et al., 2009; Ulvik & Sunde, 2013). Studies that explore the ways in which mentoring can benefit mentors and emphasize the professional needs and knowledge of mentors have been called for (Aspfors & Fransson, 2015; Fredriksen & Halse, 2022; Walters et al., 2020). In response, this paper focuses on the teachers taking mentor education and explores their experience of professional learning (PL) and the use of mentoring competence in practice. Moreover, it provides knowledge about organizing mentor education collectively and in a school-based manner, as well as the value of creating professional learning communities (PLCs) of mentors in schools. The context of this presentation is a University-School partnership project in which four schools completed a mentor-education program that was school-based and involved collective participation. The study is based on a mixed methods research design with quantitative and qualitative data collected at the four University-Schools. Data have been obtained through a quantitative survey (N = 83) and qualitative focus group interviews (N = 9) in the final semester of mentor education. In addition, a qualitative open-ended survey (N = 17) was distributed 2 years after the mentor education was completed. The analysis of the results revealed that teachers’ experiences of individual and collective PL through a school-based mentor-education program are characterized by the following: 1) new knowledge about mentoring and communication, 2) the use and application of mentor education in practice, 3) school-based and collective collaboration, and 4) the extended use of mentoring competence. Taking mentor education in a school-based and collective manner has resulted in mentor education being integrated into schools, and teachers’ PL is positively influenced by having to interact and collaborate with colleagues persistently over time. This thesis offers empirical contributions to research on mentor education, mentors, and the role of mentoring competence for teachers and schools. Overall, it provides evidence showing the potential of professional learning through mentor education and the use of mentoring in practice, thus showing that mentor education should be prioritized as a form of continuing professional learning for teachers.

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