Abstract
Rich literature discusses teacher mentoring, provides relevant knowledge, and advances the field. However, it lacks consensus about the meaning of teacher mentoring. Oftentimes teacher mentoring studies rely on predetermined concepts or focus on isolated elements, yet seldom contribute to an overarching theory stemming from the nitty-gritty details that make mentoring essential for novice and veteran teachers. Following a field-grounded theory approach and suspending theoretical presuppositions, this study analyses the daily realities of accomplished mentor-teachers, presenting a comprehensive taxonomy of their practices and goals. This taxonomy can serve as a theoretical and analytical tool for future research and for supporting mentors.
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