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The article argues that professional development should rely on reflective and introspective processes, with educative mentoring providing crucial support for new teachers. It reports on a 2012–2014 mentoring project in Austrian primary schools, including local mentoring, training for teachers and principals, and accompanying evaluation research. Qualitative methods assess mentoring support factors and communication processes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/europes-got-talent-setting-the-stage-for-new-teachers-by-educative-mentoring-article/598879/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/europes-got-talent-setting-the-stage-for-new-teachers-by-educative-mentoring-article/598879.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article identify regarding new teachers’ professional development?","Question",{"text":112,"@type":113},"It highlights growing challenges and demographic changes that require flexibility and learning, making reflective and introspective processes essential. It also notes that new teachers may lack experiential knowledge from older colleagues without transfer phases.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is educative mentoring’s role at the beginning of a teaching career?",{"text":117,"@type":113},"The article presents educative mentoring as valuable support for new teachers and a way to strengthen professional learning communities and individual learning processes.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the mentoring project in Austria organized and evaluated?",{"text":121,"@type":113},"A university college conducted a mentoring project in primary schools from 2012 to 2014 in two Styrian districts. 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Consequently, professional development has to focus on reflective and introspective processes. At the beginning of a teaching career, educative mentoring can provide valuable support. In the course of planning a new teacher-training program in Austria, the University College of Teacher Education Styria, in Graz, is conducting a mentoring project in primary schools from 2012 to 2014. It takes place in two Styrian districts and is accompanied by evaluation research. Local mentors support new teachers. Moreover, in-service training for new teachers, mentors and principals is provided. The topics of the courses correspond to the participant groups’ roles and interests, foster social and digital networking, and encourage peer discussion and cross-group communication. The qualitative research entailed in the project investigates supporting factors of educative mentoring and communication processes by applying questionnaires, expert interviews and group discussions. This article focuses on the role, challenges and duties of a mentor, taking into account the value of educative mentoring for professional learning communities and individual learning processes.  \nKeywords: teachers’ competence, educative mentoring, induction, mentor, new teachers  \n1 Pädagogische Hochschule Steiermark (University College of Teacher Education Styria), Graz, Styria, Austria; [karin.darocha@phst.at](karin.darocha@phst.at)  \nEvropa ima talent: vpeljevanje novih učiteljev s pomočjo mentorstva  \nKarin da Rocha  \n• Vedno večji izzivi, demografske spremembe in potreba po spopadanju z različnimi zahtevami v posameznikovem profesionalnem in osebnem življenju zahtevajo večjo prilagodljivost in pripravljenost za učenje. To še posebej velja za učitelje, ki so v teh pogledih vzorniki drugim. Zatomora profesionalni razvoj temeljiti na reflektivnih in samoopazovalnih procesih. Na začetku učiteljeve kariere lahko izobraževalno mentorstvonudi pomembno podporo. V okviru načrtovanja novega programa zaizobraževanje učiteljev v Avstriji je pedagoška visoka šola v Gradcu med letoma 2012 in 2014 izvajala projekt mentorstva v osnovnih šolah. Ta je potekal v dveh štajerskih okrožjih, spremljala pa ga evalvacijska raziskava. Krajevni mentorji nudijo podporo novim učiteljem. Poleg tega je organizirano tudi strokovno izpopolnjevanje za nove učitelje, mentorje in za ravnatelje. Teme izobraževanj odražajo vloge in interese posameznih skupin, nudi se socialno in digitalno mreženje, spodbujata se medsebojno diskutiranje in interakcija med skupinami. S pomočjo kvalitativneraziskave prek vprašalnikov, intervjujev in fokusnih skupin so bili v projektu analizirani faktorji podpore pri izobraževalnem mentorstvu in komunikacijskih procesih. V prispevku se osredinjamo na vlogo, izzive inna naloge mentorja z vidika pomena, ki ga ima izobraževalno mentorstvo za strokovno učečo se skupnost in individualne učne procese.  \nKljučne besede: kompetence učiteljev, izobraževalno mentorstvo, pripravništvo, mentor, novi učitelji  \nIntroduction  \nThe induction of new teachers to their profession is currently used and evaluated in various countries worldwide. It is also a focus of interest in Austrian pedagogic research for two reasons. Because several hundred primary and secondary teachers are going to retire in the next few years, many new teachers are going to start their careers. They are often deprived of their elder colleagues’experiential knowledge if there are no transfer phases for intergenerational communication. Thus far, new teachers in Austrian primary and compulsory secondary schools are not accompanied by mentors at their local schools, although the amoun","cbCaimn0akaNxBS2","https://ap.wps.com/l/cbCaimn0akaNxBS2","pdf",181824,22,"English","# Introduction\n# Setting the stage for new teachers: educative mentoring in induction","[{\"question\":\"What problem does the article identify regarding new teachers’ professional development?\",\"answer\":\"It highlights growing challenges and demographic changes that require flexibility and learning, making reflective and introspective processes essential. It also notes that new teachers may lack experiential knowledge from older colleagues without transfer phases.\"},{\"question\":\"What is educative mentoring’s role at the beginning of a teaching career?\",\"answer\":\"The article presents educative mentoring as valuable support for new teachers and a way to strengthen professional learning communities and individual learning processes.\"},{\"question\":\"How was the mentoring project in Austria organized and evaluated?\",\"answer\":\"A university college conducted a mentoring project in primary schools from 2012 to 2014 in two Styrian districts. Local mentors supported new teachers, training was offered to new teachers, mentors, and principals, and evaluation research used questionnaires, expert interviews, and group discussions.\"}]","Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring - Article | PDF",1792087770,55]