Scenarios of Mentor Education in Romania – Towards Improving Teacher Induction
Keywords:
induction mentors, novice teachers, policy scenarios
Abstract
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.
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References
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Eisenschmidt, E. (2006). Implementation of Induction Year for Novice Teachers in Estonia. Dissertations on Social Sciences-Abstract. Tallinn: Tallinn University Publishing House.
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Yee, S., & Fan Tang, S. Y. (2012). Knowledge base of mentoring and mentor preparation. In S. Flecher, & C. A. Mullen (Eds.), The Sage Handbook of Coaching and Mentoring in Education (pp. 478-493). Sage: London.
Eisenschmidt, E. (2006). Implementation of Induction Year for Novice Teachers in Estonia. Dissertations on Social Sciences-Abstract. Tallinn: Tallinn University Publishing House.
Eisenschmidt, E., Oder, T., & Reiska, E. (2013). The Induction Programme - Teachers’ Experience after Five Years of Practice. Mentoring and Tutoring: Partnership in Learning, 21(3), 241-257.
Gravey, B., & Alred, G. (2000). Educating mentors. Mentoring and Tutoring: Partnership in Learning, 8(2), 113-126. Haridussilm. Retrieved 03.08.2016 from http://www.haridussilm.ee.
Hartnett, A., & Carr, W. (1995). Education, Teacher Development and Struggle for Democracy. In J. Smyth (Ed.), Critical Discourses on Teacher Development (pp. 39- 53). London: Cassell, Wellington House.
Huling, L., & Resta, V. (2001). Teacher mentoring as professional development. ERIC digest. Retrieved 15.09.2015 from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/
ERICServlet?accno=ED460125.
Ingleby, E., & Hunt, J. (2008). The CPD needs of mentors in post-compulsory Initial Teacher Training in England. Journal of In-Service Education, 34(1), 61-74.
Iucu, R., & Stîngu, M. (2013). Training induction mentors: alternative policy scenarios. In: 5th International Conference EDU-WORLD 2012 - Education Facing Contemporary World Issues,
Procedia - Social and Behavioral Sciences, 76(153), 931-934. Retrieved 15.04.2013 from http://dx.doi.org/10.1016/j.sbspro.2013.04.237.
Jones, M. (2010). The needs of mentors. In K. Smith, & M. Ulvik (Eds.), Mentoringnovice teachers: national and international perspectives (pp. 115-129). Oslo: Universitetsforlaget.
Löfström, E., & Eisenschmidt, E. (2009). Novice teachers’ perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25(5), 681-689.
National Institute of Statistics (2015). Retrieved 25.07.2016 from http://www.insse.ro/cms/.
New priorities for European cooperation in education and training (2015). Communication From The Commission To The European Parliament. Retrieved 03.08.2016 from http://ec.europa.eu/education/documents/et-2020-draft-joint-report-408-2015_en.pdf.
OECD (2014). TALIS 2013 results: An international perspective on teaching and learning. OECD Publishing. Retrieved 20.09.2015 from http://dx.doi.org/10.1787/9789264196261-en.
Õpetajate koolituse raamnõududed [Framework Guidelines for Teacher Education] (2000). Retrieved 27.08.2014 from https://www.riigiteataja.ee/akt/812791.
Orland-Barak, L., & Klein, S. (2005). The expressed and the realized: mentors’ representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education, 21(4), 379-402.
Poom-Valickis, K. (2007). Novice teachers’ professional development across their induction year. Tallinn University. Dissertation on Social Sciences. Tallinn: Tallinn University Publishing House.
Romanian National Law of Education (1/2011). Retrieved 20.04.2014 from www.edu.ro.
SEC Developing coherent and system-wide induction programmes for beginning teachers – a handbook forpolicymakers (2010). European Commission Staff Working Document. Retrieved 05.06.2014 from http://ec.europa.eu/education/library/publications/handbook0410_en.pdf.
Stîngu, M. (2013). Induction of newly qualified teachers: needs, implications and opportunities. (Doctoral thesis). Bucharest: University of Bucharest.
Strengthening teaching in Europe. EC policy note (2015). Retrieved 03.08.2016 from http://ec.europa. eu/education/library/policy/teaching-profession-practices_en.pdf.
Ulvik, M., & Sunde. E. (2013). The impact of mentor education: does mentor education matter? Professional Development in Education, 39(5), 754-770.
Wang, J., & Odell, S. J. (2002). Mentored Learning to Teach According to Standard-Based Reform: A Critical Review. Review of Educational Research, 72(3), 481-546.
Yee, S., & Fan Tang, S. Y. (2012). Knowledge base of mentoring and mentor preparation. In S. Flecher, & C. A. Mullen (Eds.), The Sage Handbook of Coaching and Mentoring in Education (pp. 478-493). Sage: London.
Published
2016-09-30
How to Cite
Stîngu, M., Eisenschmidt, E., & Iucu, R. (2016). Scenarios of Mentor Education in Romania – Towards Improving Teacher Induction. Center for Educational Policy Studies Journal, 6(3), 59–76. https://doi.org/10.26529/cepsj.65
Section
FOCUS
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