Mentoring of late-career teachers is typically treated as a one-way relationship in which only the mentee learns, not a shared learning experience¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the reviewed literature, mentoring late-career teachers is typically seen as a one-way relationship where only the mentee learns, rather than as a shared learning experience in which both mentor and mentee grow together. → Brouhier 2026

Evidence¶

Brouhier 2026¶

Brouhier, Q., Raemdonck, I., & März, V. (2026). Professional Learning of Late-career Teachers: A Systematic Literature Review. Educational Research Review, 50, 100757. https://doi.org/10.1016/j.edurev.2025.100757

q2 · i? · review · r?

The review's synthesis of the 12 studies characterises how mentoring of late-career teachers is framed: "a one-way relationship where only the mentee learns", not mutual growth for mentor and mentee.

"However, mentoring late-career teachers is typically seen as a one-way relationship where only the mentee learns, rather than as a shared learning experience in which both mentor and mentee grow together."

Discussion¶

Related Claims¶

• There is a notable gap in tailored professional learning interventions addressing late-career teachers' specific needs — related
• Late-career teachers prefer socially embedded and collaborative learning opportunities such as mentoring, dialogue and reflective practice — related