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Considering the 10 phases found in Mezirow's (1994) transformative learning theory, the purpose of the present study was to describe the professional development process of a faculty member who took part in a technology counseling program at Education Faculty of a state university in Turkey. The study was carried out with the qualitative research design. Using the one--on--one method and conducted with one faculty member (mentee) from the Education Faculty of a state university and one doctorate student (mentor) attending a doctorate program in the department of Computer Education and Instructional Technologies at the same faculty. In this respect, the mentee and the mentor met once a week in the mentee's office. The research data were collected with the semi--structured interview method and with researcher's journals (günlükler: diaries). In literature, descriptive analysis was conducted within the framework of Mezirow's 10 transformative phases. In the study, within the framework of the professional development activitiy carried out regarding technology use, it was found that the participant experienced transformation from the phase of self--examination to the phase of developing self--confidence and competency. In addition, it was concluded that the participant's personal development was also supported within the scope of the activity carried out for the participant's professional development.

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