LAUSR

ABSTRACT Teacher education programs require effective development for mentors of preservice teachers to increase the likelihood student teaching is reliable and that it produces preferred outcomes. There are few studies, however, that describe development programs for mentors. This study identified characteristics of an effective program for mentors of preservice teachers using an exploratory mixed method design. Findings suggest subject areas for development focus on communication, such as training that promotes reciprocity between mentor and mentee, and relationships, such as emphasising mentor and mentee roles and responsibilities. Findings from this study also provide detail about mentor preferences for the format, timing, frequency, and duration of development activities, such as the use of blended learning systems. Suggestions for future research include replication studies and investigations that test the effects of recommended subject areas.