CONSIDERAȚII ETICE PRIVIND MENTORATUL DIDACTIC
ETHICAL CONSIDERATIONS REGARDING TEACHER MENTORING

Summary/Abstract: In its essence, mentoring represents a supportive relationship of learning, education between a person willing to share their experience and knowledge (the mentor) and another person with less experience, usually at the beginning of their professional path, able and willing to receive this support towards developing their professional experience (the mentee). A mentor is a professional, a specialist, a person with high expertise in their field, who helps someone, either a person or a group, to develop through learning. Mentoring is a relationship based on trust between the mentor and the mentee that involves a transfer of practical information, knowledge, models, a relationship that favours the transformation of the professional identity of the mentee. The efficiency of the mentoring activity and relationship is influenced by the characteristics of the mentor's personality (empathy, ease in establishing interpersonal relationships, positive attitude, moral integrity) but also by their professional skills. From the perspective of the mentored person, the effectiveness of mentoring is conditioned by qualities such as: the desire to improve, trust, openness to new things, willingness to learn. The mentor must be a model of professionalism, a supporter of the ideals and aspirations of those at the beginning of their career, possessing a high level of professional expertise but also personality traits that facilitate exercising the role of a mentor: altruism, empathy, concern for the needs of others, patience, all attributes that contribute to being a good model for the activity of the mentee.Knowledge of professional responsibilities from a moral-pedagogical perspective is a requirement of educational ethics codes. A professional educator, a mentor teacher must have the ability to carry out analyses, design activities or reflections on fundamental pedagogical concepts from a moral perspective as well. Establishing educational objectives at different levels, designing, selecting educational contents, establishing assessment forms, methods and criteria, managing and regulating the relationship with learners, colleagues, decision-makers and parents are all professional responsibilities that require pedagogical but also ethical skills for the education professionals involved. The inclusion in the codes of professional ethics in education of the issues related to the deontology of the educational purposes, the deontology of the content of education, the deontology of evaluation, the deontology of pedagogical relations can stimulate the reflection and subsequent action of the teaching staff who carry out the mentoring activity but also of the mentored persons themselves.Starting from the premise that the ethical and deontological regulations in any professional field have the role of protecting the quality of the professional services offered by the specialists of said field, the need to consider some ethical principles of behaviour of the mentor teacher is imperatively imposed within the educational field, within the field of the initial professional training due to the mechanism that underpins the mentoring process: the professional performance of the mentor includes behaviours, attitudes, has a formative, directing, orienting role more so than in other fields.

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