238 2024 42(2): 238-251 https://doi.org/10.38140/pie.v42i2.7600 Research Article Published by the UFS http://journals.ufs.ac.za/index.php/pie © Creative Commons With Attribution (CC-BY) To mentor and to be mentored in Grade R Abstract Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both international and local research found that transitioning from pre- service to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice. Keywords: collaboration, dialogue, foundation phase, Grade R, mentee, mentor, mentoring 1. Introduction and background Mentoring is an essential component of professional deve- lopment for beginner teachers. It involves guidance, sup- port, learning opportunities, collaboration, and information exchange between mentors and mentees (Duse, Duse and Karkowska 2017). In its broadest definition, mentorship is a transformative and mutual partnership that empowers less experienced mentees to receive guidance from experienced and knowledgeable mentors (Rubbi Nunan, Ebrahim and Stander, 2023). Gholam (2018) emphasises the value of mentorship in a teaching and learning environment to help beginner teachers gain valuable teaching experience. The mentoring ensures that they receive the necessary support and feedback to develop their skills and become effective educators in their classrooms (Mahofa and Adendorff, 2022: 641). In addition, the South African Council for Educators (SACE) Act No. 31 of 2000 aims to construct a facility that would provide teachers with professional support and trai- ning for their growth and development. This initiative is in- tended to enhance the skills and knowledge of beginner teachers and ultimately benefit the education system as a whole (RSA, 2011: 6). Moreover, the new teacher induction AUTHOR: Mastura Jamodien Jardine 1 Naseema Shaik 1 Stanley Anthony Adendorff 1 AFFILIATION: 1 Cape Peninsula University of Technology, South Africa DOI: https://doi.org/10.38140/ pie.v42i2.7600 e-ISSN 2519-593X Perspectives in Education 2024 42(2): 238-251 PUBLISHED: 28 June 2024 RECEIVED: 12 September 2023 ACCEPTED: xxx