A review of publications in Teaching and Teacher Education (TATE) on the contribution of the mentoring process to the professional development of mentors is the subject of this study. The study concludes that the authors of the relevant studies broadly recognized the significance and the contribution of the mentoring process to the professional development of mentor teachers’ cognitive, social and emotional skills through building professional identity, developing professional confidence and professional validation, enhancing teaching knowledge and skills, and improving professional learning, by using various styles and models such as reflective mentoring style, educative mentoring, joint teaching, coteaching mentoring model, three different archetypes of mentoring and peer group mentoring model (PGM).