The induction into the profession of teaching. From an appraisal of the training requirements of teachers to the guiding concepts and strategies

Abstract

This article provides an analysis of the distinct training requirements for teachers during their first year of teaching and the origins of professional fulfilment at the outset of their teaching profession. The objective is to derive fundamental principles and actionable guidelines that can be incorporated into an induction mentoring model. The provision of mentorship by an experienced and knowledgeable teacher with expertise in professional counselling is crucial for beginning teachers in order to facilitate quality instruction, efficient classroom management, and successful integration into the educational community. The chosen approach for this study is qualitative research methodology. The process of conducting a needs analysis involved the selection of first-year teachers who were the recipients of an induction programme, as well as induction mentor teachers from three counties, namely Argeș, Sibiu, and Alba. The research was conducted at the onset of the programme, serving as a pilot study aimed at providing assistance to beginning teachers during their first year of teaching through a remote induction mentoring programme. The study adopted a survey methodology utilising a questionnaire to investigate the requirements of beginning teachers in their first year of teaching.