This study explores how three mentor teachers in Israeli high schools reversed the direction of teacher training models, shifting from a top-down policy-driven approach to a bottom-up, teacher-led process. The common denominator among the three models is the reversal of the training direction: beginning with institutional policy and culminating in mentor teachers leading the process, designing it according to their professional worldview and the characteristics of the school population (Vantage TSH, 2023; Cordova, 2025). Monitoring this reversal reveals it as the main factor in the success of the training process, which started top-down and became bottom-up (Kavanagh et al., 2023; Kuhn et al., 2022).

The reversal of the model manifested itself in changes on three levels: student-teacher, social-emotional, and innovative teaching. On the student-teacher level, there was a shift in how student-teachers were treated: from observers and trainees to partners in teaching. On the social-emotional level, principles of social-emotional learning (SEL) were incorporated into teacher training (Teacher academy EU, 2025; UK Department of Education, 2025). On the innovative teaching level, there was a pedagogical-organizational change, reflected in new teaching methods, a focus on the digital space, and regular changes in school learning routines (Sasson et al., 2022; Simon and Nissim, 2023).

The study’s main contribution is in revealing a significant characteristic of the mentor teacher—the ability to lead a change in the direction of existing teacher training models, adapting them to the school’s and student population’s characteristics and the learning skills of the 21st century. This reversal is key to cultivating professional practices for the learning and development of new teachers, as it enables mentor teachers to design training models that are context-sensitive, responsive, and innovative (Heinz, 2025; Ellis et al., 2020).

The research is guided by three main questions: (1) What is the nature of the change that occurred in the mentor teachers’ practices and perceptions, and what needs prompted it? (2) How was the change led, who were the partners in creating and initiating it in the school, and what challenges did the mentor teachers face in implementing the process? (3) How does this reversal of the training model contribute to cultivating professional practices for the learning and development of new teachers?

The conceptual framework draws on theories of pedagogical and organizational change, mentor teacher agency, and the cultivation of professional practices in teacher education. The study demonstrates that mentor teachers play a crucial role in shaping the professional learning environments in which new teachers develop, and that their ability to reverse the direction of training models is essential for fostering the growth and resilience of new teachers in complex educational environments.

The study employed a qualitative methodology with a descriptive-interpretive approach, aiming to capture the nuanced experiences and evolving practices of mentor teachers in partnership with teacher education colleges. The research population consisted of three mentor teachers (two women and one man) who led teacher training programs in three different high-schools in central Israel. These teachers were selected for their unique approaches to teacher training and their experience in reversing the direction of training models from top-down to bottom-up. Data collection relied on three complementary tools: in-depth interviews with the mentor teachers, interviews with student teachers and school principals, and documentation of reflective journals and community learning sessions. Interviews were conducted face-to-face or via videoconferencing, focusing on participants’ perceptions of change, their experiences and insights regarding their leadership practices, and the impact of the reversed training model on the professional development of new teachers. Reflective journals and community learning sessions provided additional insights into the mentor teachers’ and student teachers’ experiences and reflections on the training process. All interviews were transcribed verbatim and analyzed thematically, with an emphasis on identifying dominant themes related to the reversal of training models, the mentor teachers’ leadership practices, and the cultivation of professional practices for new teachers. The thematic analysis was conducted by both researchers, ensuring inter-coder agreement and a comprehensive understanding of the data. The emerging model was subsequently examined in light of existing literature on pedagogical and organizational change, mentor teacher agency, and the cultivation of professional practices in teacher education, highlighting both convergences and the innovative aspects of the reversed training model. The study received ethical approval from the relevant institutional review board, and all participants provided informed consent and were assured anonymity. The findings are presented as a context-sensitive conceptualization of mentor teacher leadership, demonstrating that the reversal of training models is essential for cultivating professional practices for the learning and development of new teachers.

This study demonstrates that mentor teachers are pivotal in reversing teacher training models from top-down, policy-driven approaches to bottom-up, teacher-led processes. This reversal is central to training success, enabling mentor teachers to tailor programs to their school's needs and 21st-century learning skills. The shift manifests at three levels: student, social-emotional, and innovative teaching. At the student level, student teachers transitioned from passive observers to active teaching partners. Social-emotionally, SEL principles were integrated into training, fostering supportive collaboration. Regarding innovative teaching, pedagogical-organizational changes emerged through new teaching methods, digital focus, and modified learning routines. The mentor teachers' capacity to lead this reversal represents a significant professional characteristic. They adapted existing training models to their unique school contexts and student populations, cultivating professional practices for new teacher development. The findings underscore mentor teachers as change agents capable of leading pedagogical and organizational transformation in teacher education. This study illuminates how mentor teachers cultivate professional practices for new teacher learning and development by reversing training model directions. The reversal enables context-sensitive, responsive, and innovative training design, fostering new teacher growth and resilience in complex educational environments. Findings suggest institutions should better support mentor teachers by preparing them for leading such reversals and providing structures facilitating integration of both top-down and bottom-up approaches into balanced, responsive training models.

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