FORMATIVE AND DEVELOPMENTAL DIMENSIONS OF MENTORING IN A PEDAGOGICAL CONTEXT
FORMATIVE AND DEVELOPMENTAL DIMENSIONS OF MENTORING IN A PEDAGOGICAL CONTEXT

Summary/Abstract: The paper analyzes the formative and developmental dimensions of mentoring in a pedagogical context, highlighting its role in the initial training of future teachers. Starting from the literature, the study argues that mentoring goes beyond the traditional function of methodical guidance and constitutes a complex relational process, with a significant impact on the development of teaching skills, reflective thinking and professional identity. The main mechanisms through which mentor-mentee interaction contributes to authentic professional learning are analyzed, namely pedagogical observation, constructive feedback, guided reflection, professional dialogue and learning from experience. The paper also highlights the affective and motivational dimension of mentoring, emphasizing the importance of emotional support, trust, and supportive relationships in developing professional resilience and preventing demotivation or burnout. At the same time, the long-term effects of authentic mentoring on the teaching career are discussed, such as strengthening the professional identity, orientation towards continuous development, retention in the educational system and contributing to the formation of an organizational culture based on collaboration and mutual learning. The conclusion of the research supports that mentoring is a strategic pillar of pedagogical practice and teacher training, and the full realization of its potential implies its coherent integration into training programs and institutional recognition of the role of the mentor.

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