However, this study is limited in a number of ways: data were gathered from a small
number of participants and the data only reflected perceived changes in understandings and
practices. Although the study is limited, it provides a starting point for further investigation.
Importantly, the research has shown that further research into the role of preparation for
mentoring in the pre-service teacher context is needed. It is recommended that research that
examines the impact of mentoring preparation training on both the mentor teacher and the
pre-service teacher could provide data about its worth.