Percepcije nastavnika mentora o izazovima u radu sa nastavnicima pripravnicima
Mentor teachers' perceptions of challenges in working with novice teachers

Summary/Abstract: Professional development of teachers is often accompanied by numerous insecurities and challenges, especially at the beginning of their careers. The teacher induction program and the internship period itself are aimed at training novice teachers for independent educational and professional work. The role of the mentor teacher during this sensitive period for the novice teacher is very important. The competence of the mentor can significantly determine the quality of the professional experience of the novice teacher. Since the quality of future teachers is the common interest of all actors in the education system, the aim of the study was to gain insight into the perceptions of mentor teachers regarding the challenges and problems they encounter while working with novice teachers. The study included 98 biology teachers with mentoring experience from primary and secondary schools in Serbia. A survey technique was used to collect the data. The study analyzed the perceptions of mentor teachers regarding the characteristics of novice teachers, the most common problems novice teachers face and the sources of stress in working with them. It also examined the respondents’ views on the importance and areas of additional training necessary for the successful work of mentors themselves. The results indicate that novice teachers often lack knowledge and competencies in various areas necessary for successfully performing their teaching role. Problems arise in planning, preparing and delivering lessons, pedagogical guidance, communication, and student assessment. Strengthening competencies is also necessary for mentor teachers. According to the findings, 85% of respondents expressed the need for additional support in working with novice teachers. The practical implications of the research are found in the results that can be used as guidelines in designing teacher training programs, both during initial education and as a part of training programs within the framework of continuous professional development.

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