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Two Romanian scenarios are proposed: long-term regulated academic education and flexible short-term in-service training, weighing advantages and disadvantages and outlining ways to mitigate drawbacks.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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main focus regarding teacher induction and mentoring?","Question",{"text":63,"@type":64},"It analyzes the induction programme for newly qualified teachers and examines mentor education, comparing Estonia’s existing approach with possible Romanian models.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the paper discuss Romanian mentoring as a relatively new area?",{"text":68,"@type":64},"It notes that induction in Romania became mandatory only in 2011, while Romania’s mentor professional development specifics have not yet been fully clarified.",{"name":70,"@type":61,"acceptedAnswer":71},"What two mentor education scenarios does the paper propose for Romania?",{"text":72,"@type":64},"The paper proposes (1) long-term regulated academic education within master’s or doctoral studies and (2) flexible short-term in-service 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Romiță Iucu3  \n• The aim of this paper is to examine the induction programme for newly qualified teachers and mentor education in Estonia, providing a comparative analysis of existing Estonian and possible Romanian models of mentoring. While the Estonian induction programme has been in place for more than ten years, induction in Romania is a relatively new and has only been mandatory since 2011 (National Law of Education 1/2011). The specifics of mentor professional development within the Romanian induction framework have yet to be explicated. This paper proposes two possible scenarios suitable for the Romanian system :1) long-term regulated academic education (part of master or doctoral level studies), and 2) flexible short-term in-service education. The advantages and disadvantages of both models are examined and ways to overcome some of the disadvantages are identified. Ultimately, the paper proposes that a flexible, needsdriven system which encompasses a degree of choice will best fulfil the professional development needs of teachers who wish to become mentors.  \nKeywords: induction mentors, novice teachers, policy scenarios  \n1 *Corresponding Author. University of Bucharest, Romania; [mihaela.stingu@fpse.unibuc.ro](mihaela.stingu@fpse.unibuc.ro).  \n2 Tallinn University, Estonia.  \n3 University of Bucharest, Romania.  \nScenariji izobraževanja mentorjev v Romuniji – k izboljševanju pripravništva učiteljev  \nMihaela Stîngu, Eve Eisenschmidt in Romiță Iucu  \n• Namen prispevkaje pregled programa pripravništva za na novo usposobljene učitelje in mentorje izobraževanja v Estoniji pa tudi primerjalna analiza obstoječih estonskih in mogočih romunskih modelov mentorstva. Če so programi za uvajanje v Estoniji v praksi že več kot deset let, so programi pripravništva v Romuniji sorazmerno novi in obvezni šeleod leta 2011 (National Law of Education 1/2011). Značilnosti profesionalnega razvoja mentorjev znotraj okvira uvajanja v Romuniji morajo šele biti razdelane. Prispevek predlaga dva mogoča scenarija, prilagojena romunskemu sistemu: 1) daljše regulirano univerzitetno izobraževanje (v okviru magistrskih ali doktorskih študijskih programov) in 2) krajšefleksibilno usposabljanje v okviru programov izpopolnjevanja. Preučeneso prednosti in slabosti obeh modelov ter predstavljeni mogoči načinispoprijemanja z določenimi slabostmi. Nazadnje je v prispevku predlagano, da bi fleksibilen in glede na potrebe orientiran sistem, ki obsega določeno stopnjo izbirnosti, najbolje zadostil profesionalnemu razvoju učiteljev, ki želijo postati mentorji.  \nKljučne besede: mentorji pripravništva, na novo usposobljeni učitelji, scenariji politik  \nIntroduction  \nTeachers’ professional development has become a priority for policymakers at the EU level, as the most powerful aspect implementing innovative and active pedagogies, such as interdisciplinary teaching and collaborative methods, and to enhance the development of relevant and high-level skills and competences while fostering inclusive education (New priorities for European cooperation in education and training, 2015, p.11) . Several measures have been introduced to strengthen teachers’ qualification in member states (Strengthening teaching in Europe, 2015) . In this context, initial teacher education, the induction of newly qualified teachers, and continuing professional development of teachers have become the subject of discussions and policy developments in member states.  \nConcerning the induction of newly qualified teachers, one relevant document with regards to the development of clear educational policies at the European level is Developing coherent and system-wide induction programmes for beginning teachers – a handbook for policymakers, elaborated by the European Commission in 2010. The document states that there is no single model of effective induction policies. The indu","cbCaib5GACaUOzU0","https://ap.wps.com/l/cbCaib5GACaUOzU0","pdf",137803,18,"English","# Introduction\n## Induction programmes at EU level\n## Mentor role and recurring research questions\n## Criteria and preparation for mentors","[{\"question\":\"What is the paper’s main focus regarding teacher induction and mentoring?\",\"answer\":\"It analyzes the induction programme for newly qualified teachers and examines mentor education, comparing Estonia’s existing approach with possible Romanian models.\"},{\"question\":\"Why does the paper discuss Romanian mentoring as a relatively new area?\",\"answer\":\"It notes that induction in Romania became mandatory only in 2011, while Romania’s mentor professional development specifics have not yet been fully clarified.\"},{\"question\":\"What two mentor education scenarios does the paper propose for Romania?\",\"answer\":\"The paper proposes (1) long-term regulated academic education within master’s or doctoral studies and (2) flexible short-term in-service education.\"}]","Scenarios of Mentor Education in Romania - Towards Improving Teacher Induction | PDF",1792087743,45]