The purpose of this study is to critically examine the transformative potential of mentor education within teacher preparation programs, moving beyond the conventional framing of mentoring as merely supportive or relational. Drawing on the theoretical frameworks of Biesta (2013) and Freire (1970), we interrogate the ethical, epistemological, and civic dimensions of education, arguing that mentor education must be reconceptualised as a vehicle for democratic renewal and societal change.

Biesta’s concept of educational responsibility challenges educators to consider not only the transmission of knowledge and skills but also the cultivation of subjectivity and citizenship. In this light, mentoring is not simply a technical or interpersonal act; it is a moral project that situates mentors as agents of transformation within learning communities. Freire’s dialogic pedagogy further enriches this perspective, emphasizing the importance of critical reflection, dialogue, and praxis in fostering emancipatory educational experiences. By integrating these philosophical foundations, our study positions mentor education as a site for the development of reflective practitioners who are equipped to navigate the complexities of contemporary education and contribute to the broader civic mission of schooling.

Despite the increasing emphasis on structured mentoring frameworks and reflective practice, our comparative analysis of mentors from two universities reveals a persistent gap: mentors rarely articulate an understanding of education as a transformative endeavor. This absence underscores the need for mentor education programs that explicitly foreground the purpose of education and empower mentors to enact change at both the individual and societal levels. We contend that such programs must move beyond procedural competence to embrace mentoring’s role in fostering democratic values, ethical engagement, and social transformation. In doing so, mentor education can become a catalyst for reimagining teacher preparation as a process that not only prepares teachers for the classroom but also equips them to participate in the ongoing project of democratic renewal.

This study employs a qualitative, comparative research design to investigate the impact of mentor education on conceptualizations of mentoring in teacher education. Data were collected from mentors participating in structured mentoring education programs at two institutions: Norwegian University of Science and Technology) and the University of Melbourne. The research sample comprised mentors with varying levels of experience, representing diverse educational contexts and disciplinary backgrounds. Data analysis was conducted using Braun and Clarke’s (2006) reflexive thematic analysis, a method well-suited to capturing the complexity and nuance of qualitative data. This approach involved iterative coding, theme development, and critical reflection, allowing for the identification of patterns and divergences across the two institutional contexts. Thematic analysis focused on key dimensions of mentoring, including reflective practice, relational safety, constructive challenge, theory-practice alignment, and the implementation of structured frameworks. Ethical considerations were addressed through informed consent, confidentiality, and authorised by the respective universities ethics procedures. The comparative nature of the study enabled the exploration of contextual influences on mentor education, highlighting both commonalities and unique challenges faced by mentors in different educational systems.

The findings of this study underscore the transformative potential of mentor education in teacher preparation, while also revealing critical gaps in the conceptualization of mentoring as a civic and moral endeavour. Structured education programs were shown to deepen mentors’ engagement with reflective practice, dialogic pedagogy, and the ethical dimensions of their role. However, the persistent absence of purpose in mentors’ narratives suggests that current approaches remain limited in scope, often privileging technical competence over democratic engagement. We argue that mentor education must be reimagined to explicitly address the civic mission of education, drawing on the philosophical insights of Biesta and Freire to cultivate mentors as transformative agents. Such a shift requires the integration of ethical reflection, dialogic praxis, and a commitment to societal change within mentoring frameworks. These insights have significant implications for the design of mentor education programs, policy development, and the broader conceptualisation of mentoring’s role in education. Future research should further explore the mechanisms by which mentor education can ensure that mentors are equipped to lead and inspire change within and beyond the classroom.

Biesta, G. (2013). The beautiful risk of education. Boulder, CO: Paradigm Publishers. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa