Abstract
AbstractThe role of teachers is becoming increasingly important in advancing student learning outcomes. This article discusses one area that is still in need of significant reform in Albania: the induction and mentoring of new teacher‐candidates. Based on a mixed‐method study involving 275 Albanian teachers and mentors, it provides insights into the benefits and challenges of current practices. The study identifies a number of key areas in need of improvement, including: the selection of mentors; professional training for mentors; communication among different stakeholders; and overall planning and coordination of mentoring services. These issues are discussed within a wider European policy context that situates mentoring as an important component of teachers’ ongoing professional development.
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