摘要：Program plans for higher education express purpose and intentions and consist of texts about content together with lists of literature. In this study, the object of research is program plans for educations aiming at qualifying teachers for becoming mentors for newly qualified colleagues. Summative content analysis shows that mentorship together with communication and relationship between mentor and mentee gets attention, while content in mentoring is scarcely addressed. When mentorship seems to dominate the plans without concern for quality in work, we ask if this rationality will foster mentorship that contributes to professional development.
