A well-designed, regulated and implemented mentoring program is a necessity in any school. The advantages it brings for all those involved are indisputable:
· for beginners - integration into the organization is much easier; familiarization with the requirements and the specifics of the school is faster; adapting to the expectations of parents, students, colleagues, management happens naturally; the communication with the other parties with whom it comes into contact is realized much more efficiently;
· for the mentor – avoiding the routine, gaining prestige, professional stimulation, exchange of experience, learning together with the beginner, personal and professional satisfaction as he participates in the perfection of some beginners as teachers;
· for the school - recognition in the community, a landmark for teachers who want to work in a professional environment, development of partnerships with the community, well-trained teaching staff eager for self-knowledge and self-improvement, debutants who integrate much more easily into the organization.
ELENA STOICHICI (IAVORSCHI)
INTRODUCTION / 9
CHAPTER I - MENTORING IN EDUCATION. LEGISLATIVE AND EDUCATIONAL CONTEXTUALITY / 11
1.1. Mentoring - a solution for improving the quality of education / 11
1.2. European guidelines regarding mentoring in education / 15
1.3. Mentoring in Romania in the current context / 18
CHAPTER II - ATTRIBUTES OF TEACHERS MENTORS AND DEBUTANTS. THE IMPORTANCE OF A GOOD COLLABORATION IN THE MENTORING ACTIVITY / 24
2.1. Functions and responsibilities of the mentor / 24
2.2. Functions and responsibilities of the beginning teacher / 33
2.3. The beginner mentor relationship, a dynamic relationship / 37
CHAPTER III – ANALYSIS OF THE TRAINING NEEDS OF TEACHERS AT THE BEGINNING OF THEIR TEACHING CAREER / 50
3.1. The training needs of the trainee teacher - starting point in the mentoring activity / 50
3.2. Typology of training needs / 52
3.3. The need for training in the field of design, implementation and evaluation of didactic activity (pedagogical component) / 56
CHAPTER IV – COMMUNICATION STRATEGIES OF THE ACTORS INVOLVED IN THE MENTORING PROGRAM / 66
4.1. General aspects and particularities of mentor-beginner communication / 66
4.2. The structural elements of mentor-beginner communication / 75
4.3. Modalities of mentor-beginner communication / 82
4.3.1. Interpersonal communication / 82
4.3.2. Nonverbal communication / 85
4.3.3. Verbal communication / 89
4.4. Stimulating factors of communication in the mentor-beginner relationship / 93
4.4.1. Stimulating factors of a psychological nature / 93
4.4.2. Stimulating factors of a pedagogical nature / 97
4.4.3. Stimulating factors of a social nature / 103
4.5. Disturbing factors of mentor-beginner communication / 105
CHAPTER V – DIFFICULTIES AND CHALLENGES ENCOUNTERED DURING THE PERIOD OF PROFESSIONAL DEVELOPMENT / 113
5.1. Retention of debutante teachers in the education system / 113
5.2. Difficulties and challenges encountered by teachers at the beginning of the journey / 116
5.3. Solutions proposed by researchers and specialists in the field of education / 125
CHAPTER VI – MENTORING DURING THE COVID PANDEMIC 19. ADVANTAGES, LIMITATIONS, RECOMMENDATIONS / 127
6.1. Difficulties in the relationships between mentor teachers and debutants developed in the online environment / 128
6.2. The professional digital competence of mentor and debutante teachers / 135
6.3. ICT pedagogical knowledge. Use in teaching - learning / 137
6.4. Professional digital competence of mentor teachers / 139
6.5. Advantages, limits and recommendations in online mentoring / 141
CONCLUSIONS / 147
BIBLIOGRAPHY / 151
The teaching staff must quickly adapt to the new requests appearing in the educational system. He must constantly improve his knowledge both in the field in which he teaches and in pedagogy and develop his communication skills.
The need for teacher training appears as a result of developments in the educational curriculum plan and in the educational needs plan, and also as a result of the requirements regarding the adaptation of the competences of the entire teaching staff to the changes/modifications in the education process.
The continuous training of teaching staff is imperative regardless of whether they, the teaching staff - are mentors or beginners and regardless of the educational cycle in which they are active (preschool, primary school, gymnasium, high school, vocational, etc.).
Cucos C., (2022) draws attention to the fact that the issue of training the teaching staff is "intrinsically linked" to the reform of education both from the point of view of institutional projection and at the level of procedural development.
In the development of teacher training programs, several principles must be taken into account that are the basis of the continuous training and professional development of the teaching staff, namely: the principle of adaptability, the principle of equal opportunities, the principle of quality, the principle of transversability of competences, the principle of convergence and the principle complementarity (Ezechil et al., 2013).
A high-quality training of teaching staff, which is based on an integrated system of initial training, internship and professional development, is absolutely necessary to respond to current problems and the demands they will face during their professional life.
I was saying that there is a need for continuous training for teaching staff regardless of their seniority at the department. Therefore, in order to integrate and communicate with the managers and teaching staff within the school unit, a beginning teacher needs training programs, and the mentor must periodically participate in various training programs to be able to offer the necessary support to the beginning students whose needs arise along with the changes in the educational system.