Abstract:
The training and professional development of the teaching staff constantly requires new visions and additions to improve the paradigms of professional development, including at the workplace. Mentoring offers a unique possibility of avoiding ineffective individual effort, of self-doubt, of overcoming blockages, of positive professional affirmation. In addition to professional skills and accumulated experience, today's teaching staff must show flexibility and receptivity to new things, the ability to learn continuously through courses, seminars, trainings, through mentoring, self-taught, from colleagues, etc. Thus, mentoring is considered a complex process that involves guiding and supporting a beginning teacher or a student who wants to become a teacher. A mentor teacher coordinates and guides another inexperienced teacher in solving teaching-learning-assessment problems, provides professional support and guides the new teacher's training through reflection, collaboration and evaluation. The article reflects the results of the experimental study organized with teachers from early childhood education institutions based on the analysis of the instrument applied at the ascertainment stage in order to identify the teachers' opinion regarding the necessity of mentoring activity at the level of early childhood education institutions.
