“…Numerous studies revealed the following issues in collaborative mentoring: mentors' and mentees' views on mentoring processes (Ekiz, 2006); the significance of the roles of mentors for the realization of the collaboration (Scheetz, Waters, Smeaton, & Lare, 2005) as critical friends, personal guides, counsellors (Fletcher, 1998) and valuing different perspectives and range of skills mentees brought to class (Simpson, Hastings, & Hill, 2007); the importance of engagement in continual reflection with the mentor (Smith, 1998), communicating feedback in post-observation conferences (Tang & Chow, 2007), exposing mentees to ample teaching opportunities (Şimşek, Alkan, & Erdem, 2013), guidance and monitoring mentees' growth (Maskan & Efe, 2011), time allocated for conferences (Kent, 2001), and the seminar given to mentors (Güzel, Cerit Beber, & Oral, 2010); the benefits mentors received from mentoring: learning from mentees through self-reflection and collaboration (Lopez-Real & Kwan, 2005) and the benefits mentees gained in instructional knowledge and efficacy (Chalies et al, 2004;Chiang, 2008;Lee & Feng, 2007) through post-observation conferences (Tang & Chow, 2007); the tensions mentors experienced due to unmanageable workloads and time constraint (Simpson et al, 2007); the challenges mentees encountered related to pedagogical content knowledge, social psychological factors and practical experiences (Taşdere, 2014) and insufficient mentors' observations and their superficial feedback on mentees' performance (Paker, 2008); mentees' perceptions of own inefficiencies in managing class and using mother tongue while teaching (Özkılıç, Bilgin, & Kartal, 2008), and their concerns and stress (Çelik, 2008) in a triadic supervision model within a professional development school setting (Rodgers & Keil, 2007); and the causes of stress for all stakeholders taking part in practicum (Coşkun, 2013).…”