Roluri elementare ale profesorului mentor în spațiul nevoilor de formare ale profesorilor debutanți
Essential roles of the mentor teacher within the training needs of novice teachers

Author(s): Zorica Triff, Dorin Triff, Monica Maier
Subject(s): Social Sciences, Education, Adult Education, Higher Education , Educational Psychology, Pedagogy
Published by: CEEOLPRESS
Keywords: novice teachers; mentoring; professional development; expectations–realities gap; instructional efficiency;
Summary/Abstract: At the beginning of their teaching career, teachers are often surprised by the differences they identify between the representations they previously held about the school environment and the realities they encounter in educational institutions. Thus, it is not only the ‘mere’ novelty that the start of a teaching career entails, but also the discrepancies between expectations and realities that highlight the relevance of mentoring for novice teachers, with the aim of increasing the efficiency of their instructional activity. As a complex professional activity, mentoring involves guiding the work and professional development of beginning teachers through the mentor’s exercise, as an experienced practitioner, of a set of professional roles designed to meet their training needs (Bocoș et al., 2021d).

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