ABSTRACT
The various chapters in this publication convey a picture of mentoring as a multifaceted process that has been implemented in slightly diverse ways at different stages of the mentoring project. In other practical fi elds, among developmental psychologists, in the business world or in academic spheres, the concepts of mentoring and mentor have varying meanings. Indeed, researchers have refl ected on the responsibilities of the mentor, and concluded that no single word – for example teacher, coach or instructor – expresses clearly enough what a mentor actually does (Leskelä, 2005, pp. 21-22). But hardly anyone has asked the mentors themselves.
