MENTORSHIP AND TEACHER PROFESSIONAL DEVELOPMENT: INSIGHTS AND IMPLICATIONS
Keywords:
mentoring, teacher professional development, education policyAbstract
This paper explores the importance of mentoring in teacher professional development, focusing on international practices and the specific context of North Macedonia. Mentoring is recognized as a key mechanism for supporting novice teachers, sharing experiences, and fostering continuous professional growth. The study applies a qualitative approach, analyzing literature, policy documents, and practical examples from European education systems. Particular attention is paid to the recent legislative changes in North Macedonia that introduced the career stage of 'teacher-mentor.' Results highlight both the benefits and challenges of mentoring, offering recommendations for strengthening this system at the national level. Additionally, this paper emphasizes the role of schools as learning communities where collaboration and reflective practice are nurtured. The findings also underline the importance of aligning national mentoring policies with European frameworks to ensure sustainability and quality in teacher professional development.
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