The relational aspect of mentoring tended to focus on the support aspect of the mentor teacher’s role. This result correlates with the changed understandings of the roles of the mentor. Several of the mentor teachers became more conscious of the support they provided to pre-service teachers through the way they included them in the classroom:
I am more explicit with my expectations, yet more understanding of where the mentee is at in his/her journey. I make sure he understands his role in class and is confident to ask questions. I have more compassion and understanding of the ‘passions’ of a pre-service teacher. (Participant B)