What's in It for Me and for You?

This chapter examines the critical role of mentoring in the professional development of pre-service and novice teachers within early childhood education in New Zealand. Highlighting the concept of “reality shock” faced by new teachers, it emphasizes the challenges of integrating theoretical knowledge into practice. Drawing on insights from a doctoral study, this chapter investigates the dynamics of mentor–mentee relationships through social exchange theory, focusing on reciprocity and perceived mutual benefits. Utilizing interviews from three distinct education and care services, the analysis reveals how induction and mentoring practices are understood and enacted across different contexts. The findings underscore the significance of structural factors, mentor training, and interpersonal dynamics that influence the success of mentoring programs. Ultimately, this chapter calls for a deeper exploration of mentoring relationships to enhance teacher retention and support, offering essential implications for improving mentorship practices at all stages of a teaching career.