Abstract
This chapter provides an Australia-based research example that examined the mentoring relations between school-based teacher educators and preservice teachers of English language in different school contexts. With the support of rich qualitative data from interviews, stimulated recall, and reflections, the chapter argues that mentoring by school-based mentor teachers is a key source of support to foster productive professional experience. It specifically reveals personal and contextual factors shaping the nature of the mentoring relations and how these relations facilitated professional experience. The chapter discusses implications for teacher educators, institutions, and schools in creating a supportive professional learning environment for both mentor teachers and preservice teachers.
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