The role of mentorship and its importance as a part of professional development within the mother-tongue teaching profession

This paper explores the role of mentorship as a central component of professional development within the mother-tongue teaching profession in Bergen municipality, Norway. Drawing on action research methodology, focus group interviews, observation, and quantitative data collected from mother-tongue teachers, the study investigates the professional challenges, communication structures, and developmental needs within multilingual educational settings. The research highlights mentorship as a collaborative and transformative practice that strengthens professional identity, improves workplace communication, and supports inclusive educational environments. Particular attention is given to the often-overlooked position of mother-tongue teachers within the Norwegian education system, including issues related to professional recognition, intercultural communication, access to professional development, and institutional support. The paper argues that structured mentoring and peer guidance can significantly contribute to school development, teacher well-being, and lifelong learning in multicultural educational contexts.