Comunicarea în activitatea de mentorat
Communication in the Mentoring Activity

Summary/Abstract: The formation of the teachers in Romania is made according to the provisions of The Law for National Education 1/2011 and of others connected legal provisions. The Law for National Education 1/2011 implements a series of changes related to the educational policies and practices in the field of initial and continuous formation of the teachers. The Law for National Education 1/2011 brings under regulation the internship as part of the initial formation: each debutant teacher must carry through a practical stage of 1 scholar year in an educational institution under the coordination of a mentor teacher. We underline the fact that The Law for National Education 1/2011 mentions the function of mentor teacher in the educational institutions to ensure the initial formation and the professional insertion of the teachers. Mentorship may be approached as a complex learning process, which is built inside a relation between the mentor and a person at the beginning of the career, a debutant. The relation centred on informational transfer, professional and emotional support, in order to form the professional competences and to facilitate the professional integration of the debutant. The intern (professional insertion) mentorship is the relation of guidance, facilitation, learning, encouraging between an experimented teacher and a debutant, with the aim of facilitating the professional insertion of the debutant. The benefits of the mentorship for the debutant teacher are: the support of the debutant to continuously and systematically achieve professional competences, through assistance and counselling in several domains: planning, teaching, evaluating, class management; the experience and assimilation of good practices from the direct observation of an experimented teacher; a permanent and personalised feed-back; the formation and the development of knowledge, abilities and attitudes specific for a teacher; the access to resources and instruments delivered by a professional. In order to diminish/eliminate the communicational barriers and to achieve an authentic and efficient communication with the debutant teacher, the mentor needs communicational abilities: active listening, assertive communication, summarising, feed-back offering, expressing and modelling affects. The professional insertion mentor must possess a series of specific competences, expressed through the fulfilment of roles/functions in the mentorship activity, some of them related to communicational and relational competences: communicates permanently with the intern teacher and all the involved factors; has a functional system of knowledge in pedagogy, especially in the methodology of teaching-learning-evaluating; uses communicational means adequate for concrete situations, in order to achieve the educational aims and reported to the content of the communication; selects and communicates essential information according to the objectives of the pedagogical practice and to the internship period; uses communicational feed-back, verifying the correct receiving of the message and discovering possible deficiencies in the receiving process.

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