To What Extent Does the Educational Biography of VET Teachers Influence the Understanding of Mentoring. Interim Results from the Mentor Qualification in Mecklenburg Western Pomerania

The purpose of the article is to present initial results from the mentoring qualification of VET teachers at the University of Rostock. With the method of guided, narrative interviews, it is investigated whether the educational biography has an influence on the teachers' understanding of mentoring. Initial findings indicate that there are differences between teachers with an undergraduate degree and lateral entrants. The groups define different objectives and options for action in mentoring. Conclusions can be drawn for the practice of teacher training.