The various models of mentoring presented in the international literature can be placed into two main categories, namely, those based on behaviourism which support knowledge transmission, and those based on constructivism which support knowledge transformation. The model presented in this paper is based on constructivism and it has been developed as a supporting practice of adult educators. The two dimensions Group and Reflection are the pillars of the model, while its key components, which are at the same time developmental stages, are: Inspiration, Development, Empowerment, and Action.