Ambrosetti (2014) emphasises that effective mentoring involves strong reciprocal relationship. This view is echoed by Hudson (2013), who believes that for mentoring to be successful, both parties should be open to give and receive constructive feedback.
Mentoring can be developmental for mentors as they reflect and deconstruct their pedagogical knowledge practices, strengthen their communication skills and develop leadership competencies (Lopez-Real, 2005).
For mentors, engaging in a collaborative and co-constructive relationship with their mentees empowers the former to reflect on their own teaching practices, reveal their assumptions about learning and teaching, and refine their pedagogical leadership.
Above all, adopting an open mind to give and receive feedback, and understanding the reciprocal nature of the relationship will allow the experience to be mutually beneficial.
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