The professional development of teachers through mentoring activities

Abstract

Given the dynamism of society, but also of the reforms in the educational system, the academic staff must adapt in record time to face their imperatives. The teaching process in which teachers are involved needs to be updated, accele-rated and strengthened. In this context, we find that learning partnerships are becoming more and more present in the academic environment, mentoring being recognized as one of the most widespread. Thus, mentoring, being anchored in professional training programs, becomes a tool oriented towards the development of the teaching career. The purpose of this study resides in the identification and configuration of the mentor’s behavioral framework in higher education. The identified model will contribute to strengthening professional skills and increasing the quality of the educational process.