Constructivist theory and a five‐factor model towards specific subject mentoring are proposed as ways to develop mentees' teaching practices.

Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee's knowledge and skills for teaching.

Secondly, the picture that emerges from the literature shows five factors for mentoring, namely: (i) personal attributes that the mentor needs to exhibit for constructive dialogue; (ii) system requirements that focus on curriculum directives and policies; (iii) pedagogical knowledge for articulating effective teaching practices; (iv) modelling of efficient and effective practice; and (v) feedback for the purposes of reflection for improving practice.

It is argued that ‘generalist’ primary teachers in their roles as mentors will require specific mentoring strategies linked to these five factors to enable effective mentoring in specific subject areas.

Humans develop knowledge and learning through interaction of experiences and ideas. 

Mentor as acts as facilitator enabling mentee to achieve desirable outcomes

http://www.teach-nology.com/currenttrends/constructivism/

http://transformationalmentoring.org/learning-theory-and-practice/