PCF10 Sub-theme: Inspiring Innovations // The purpose of this paper is to present a mentoring competency framework (MCF) developed to support the professional learning of in-service and pre-service secondary school teachers within a micro-credential course. The MCF is part of the micro-credential that is designed to deepen the mentors’ (in-service teachers) understanding and upskilling of mentoring in view of supporting mentees’ (pre-service teachers) professional development. The framework is drawn from the theoretical lens of mentoring as a developmental and collaborative process of instruction and psychological support, underpinned by socio-constructivist principles aimed to benefit both the mentors and the mentees in a reciprocal learning process. The educational design research methodology is employed as a two-phase approach to develop the micro-credential for mentoring. This paper introduces the MCF, the first phase of the design-based research, as an innovative frame to enhance the reciprocal learning process so that while the mentees are empowered by gaining knowledge, skills and experience that enable them to develop the necessary competencies to teach, the mentors learn both through self-reflection and critical reflection on their own practice, and from mentees through meaningful engagement. By broadening the context of mentoring beyond its classroom and school levels and didactic strategy to another level of educational strategy through the agency of a micro-credential, we reveal how the MCF has the potential to guide educational contexts and institutions where there is a desire to foster the mentoring of prospective and novice teachers by experienced ones. // Paper ID 3849