The professional development of educators in early and preschool age is crucial for improving the quality of education and childcare. Therefore, educators have a key role in shaping the foundation for children's future development. Through professional development, educators acquire the skills and knowledge necessary for effective guidance and mentoring of other educators, as well as their own professional development, becoming educator mentors. Educator mentors provide support to students and trainees, share their experiences and knowledge, and help develop competencies and self-confidence. The key competencies of a mentor educator include expertise in the field of education, communication skills, empathy and leadership competencies. The educator-mentor is continuously educated throughout his life, develops his practical experiences, networks with colleagues, conducting reflection and self-reflection of his own work in the educational process. The aim of this work is to examine which models of professional development teachers choose during their professional career and whether the choice of training topics depends on the desire (need) of the teacher's advancement to the position of educator mentor. In the empirical part of the research, 127 educators participated, who expressed their own perception of professional training and the choice of a higher profession, educator mentor, by filling out a questionnaire created in the form of a Google Forms form.