Mentorship interventions for the professional development of in-service teachers
Comparative synthesis and Indian contextualisation
Bibliographic Data
| ID | 22422211 |
|---|---|
| Authors | Augusty TA (0009-0003-5872-0131, Christ University, corresponding author) |
| Year | 2026 |
| Pages | 1-22 |
| Publication date | 2026-07-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Mentoring & Tutoring: Partnership in Learning (JOURNAL) |
| Journal identifiers | ISSN: 1361-1267 • E-ISSN: 1469-9745 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13611267.2026.2702896 |
| OpenAlex | W7168490729 |
| Language | EN |
| References cited | 58 |
Mentorship interventions are increasingly crucial for supporting in-service teachers’ continuous professional development amid evolving educational demands. This study examines mentorship practices in India focusing on professional growth aligned with National Education Policy (NEP)-2020, the National Professional Standards for Teachers (NPST)-2023, and the National Mission for Mentoring (NMM). Drawing on peer-reviewed literature and policy documents published after 2010, and sourced from Emerald Insight, ERIC, Scopes and Google Scholar, it synthesises best practices from countries such as the United States, United Kingdom, Australia, Finland, Canada, and Singapore. The study identifies gaps in India-specific mentoring practices under four categories: mentorship framework and models, structured and formal mentoring, mentorship-focused capacity-building programmes, and assessment and evaluation of mentorship competencies. Drawing on insights from other countries, this study strengthens the existing mentoring practices and advocates for an India-adaptive mentoring framework that aligns with the priorities outlined in the current national policies for in-service teachers.
Best practice · Continuing professional development · Faculty Development · Mentorship · Professional association · Professional development · Psychological intervention · Collaborative Teaching and Inclusion · Mentoring and Academic Development · Teacher Education and Leadership Studies
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Writing Integrative Literature Reviews
Teacher education around the world
Literature review as a research methodology
Professional development opportunities and a newly built daycare center
Mentoring substructures and superstructures
The Link Between a Mentorship Programme for Mathematics, Science, and Technology In-Service Teachers and Professional Development
Supporting early-career teachers with external mentoring
Mentoring beginning teachers
Professional learning communities in Singapore and Shanghai
Preparing School-Based Teacher Educators
The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role
| Highly cited | No |
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