In the context of prevailing variety of mentoring skills (Clutterbuck, 2011) it would be reasonable to speak not only about mentor competence and the relations with a mentee, but also to analyze a relevantly new aspect of mentoring – reverse mentoring (Cutterbuck, 2011) directed towards the self-authorship process of an experienced teacher while becoming a teacher-mentor. Who can become a mentor? Usually it is an experienced teacher with clearly expressed professional competencies, values and attitudes such as clearly expressed desire to help, having confidence in oneself and other people (Andziuliene et al., 2002). A mentor will always think about transferring information, competence, and experience to mentees, so that they can make good use of this, and build their confidence accordingly such values as Design, Story, Symphony, Empathy, Play and Meaning (Pink, 2005).

Mentoris supposed to be able to encourage, nurture, and provide support, because he/she has already "walked the path" of the mentee (Little, 1990). To help others to develop their personalities, one must value his/her own personal growth too. Many mentors say that mentoring (reverse mentoring including) helps them with their own personal development, in other words, mentors are involved in the self-authorship process. According to Baxter Magolda (2004), the process of becoming self-authored involves intense self-reflection so that persons are able to articulate ‘how I know’ rather than ’how everyone else knows’. When the internal voice overtakes external influences, persons are moving toward self-authorship. Persons are able to develop mutual, equal relationships with others, considering not only the other's needs but their own needs as well. Research questions: How can reverse mentoring inspire the self-authorship process of an experienced teacher while becoming a teacher-mentor?

Thus, this paper aims to identify mentoring skills, which in the context of reverse mentoring move experienced teacher towards self-authorship process while becoming a teacher-mentor.

Objectives: 1) while analysing the research literature the aspects of interrelating concepts of mentoring, reverse mentoring and self-authorship to highlight the development of mentor’s skills, which influence the process of personal self-authorship; 2) to reveal mentoring skills that inspire the self-authorship process of an experienced teacher while becoming a teacher-mentor.

1. Andziulienė, L.; Bankauskienė, N.; Bersėnienė, B.; Čiučiulkienė, N.; Kožemiakaitė, N.; Markevičius, V.; Simonaitienė, R.; Stočkuvienė, N. (2002). Mentoring in Europe: a Lithuanian perspective of the APartMent project. Kaunas: Technologija. 2. Baxter Magolda, M. B. (2004). Learning Partnerships Model: A framework for promoting self-authorship. In Learning partnerships: Theory and models of practice to educate for self-authorship, eds. M. B. Baxter Magolda and P. M. King, p. 37–62. Sterling, VA: Stylus. 3. Baxter Magolda, M. B. (2009). Promoting Self-Authorship to Promote Liberal Education. Journal of College & Character, 10(3), p. 1-6. 4. Clutterbuck, D. (2011). Reverse mentoring. Clutterbuck Associates. 5. Little, J. W. (1990). The mentor phenomenon. In C. Cazden (Ed.), Review of research in education. (Vol. 16, pp. 297-352). Washington, DC: American Educational Research Association. 6. Pink, D. H. (2005). A whole new mind: Moving from the information age to the conceptual age. New York, NY: Riverhead Books.