Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education.
There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood.
Consequently, there is a need for mentoring processes that can enhance graduate teacher quality.
In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor.
Semi-structured interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts.
These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers.
Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.