MENTORSHIP AND TEACHING CAREER TRAINING

Abstract

The paper presents the results of a qualitative study carried out -PROF" (POCU/904/6/25/146587) focused on the critical-reflexive analysis of the perceptions of mentor teacher trainers, students of the Prof I training program regarding the experience of their training and the values shared as mentor teachers. Trainers' training for the teaching career mentorship aimed to complete an up-to-date continuous training program, well-articulated, and structured on six topics. These are as follows: teaching career mentorship - from concept to action; elements of adults' education and the teaching career mentorship -values, principles, and characteristics; planning the mentoring activity; the management of the teaching career mentorship process; counselling for training and professional development in the teaching career mentorship, and assessment and validation of professional teaching skills. The conclusions of the study highlight the personal conceptions of the mentor teacher trainers participating in the study as regards the role and the importance of teaching career mentorship to ensure the quality of the work of novice teachers and of teachers who are in professional evolution. Moreover, it focuses on the skills and qualities required for the teaching career mentorship, supported by relevant examples from mentor teachers' teaching experience.