Asociatia mentorilor din Romania





Mentoring is a skill. Although being a good teacher is a condition for becoming a good mentor, we cannot assume that a good teacher will automatically be a good mentor. Mentoring skills need to be explored, discussed and most of all practised and reflected on.


Likewise being a methodologist is also a special skill, which can be developed through exploration, discussion, practise and reflection. The range of skills, needed by a methodologist, will be explored in this course, including the skill of mentoring.


Training - about 200 hours:


48-hour workshop

60 hours reading

1 mentoring module


Course objectives.

(from Angi Malderez and Caroline Bodoczky, Mentor Courses: A Resource Book for Trainer Trainers - Cambridge University Press, 1999)


By the end of the course, participants should:

a) have made explicit and shared

-their own beliefs, attitudes and feelings about learning, teaching and mentoring;

-their own beliefs, attitudes and feelings about professional development

-the impact of the course on their own learning on it

b) have knowledge about

- concepts of professional learning

- the role of mentoring in professional learning

- beginner teacher development

- the importance of relationships

- counselling techniques

- observation, observation tools and recording methods

- mentoring styles and possible impacts

- a wide range of activities and procedures for mentoring student-teachers

- assessment and evaluation: criteria, tools, processes

- the content of the programme student-teachers have undergone

- a range of tools and activities for their own further professional development

c) have practised skills in

- relationship management: forming, maintaining and ending

- active listening

- sensitive language use in mentoring discussions

- the conscious use of body language

- observation, and recording those observations

- assessing individual mentee's needs in order to select appropriate intervention style and activity, or provide concrete practical help

- helping mentees become capable of independent self-evaluation and resultant action planning

- assessing and evaluating student-teachers' work against the contextually accepted standard

- some tools and activities for their own professional development


Major Topics


The following major topics are covered:

-The Role of the Mentor

-The Role of the Methodologist

-The University/School Pre-service Partnership

-Professional Learning

-Observation Skills

-Listening Skills

-Counselling Skills

-Interventions: how, what and when

-Managing Mentorials

-Teams, Collaboration and Group Dynamics

-Management Skills for Mentoring

-Developing Stages of Teaching Practice

-A Reflective Approach

-Assessment and Evaluation




MENTOR COURSES: A Resource Book for Teacher Trainers" by Angi Malderez and Caroline Bodoczky by CUP, March 1999

photocopied task handouts

a mini-library of relevant books on mentoring, teaching and learning (see bibliography of mentoring articles and books)

a bank of related articles on mentoring, teaching and learning (see file of support materials)

TP support materials used in Romania and elsewhere

videos of student teachers' lessons and post-lesson discussions

all necessary equipment and materials




The most important characteristics for the selection of course participants are: open-mindedness, flexibility, empathy and a strong desire to develop both professionally and personally. Both methodologists, practising teachers and decision makers in education were invited with a view to setting up a strong partnership in initial teacher education.


Preferably 3-4 trained mentor trainers for a group of about 30-40 participants.

Training Mode

It will be highly participatory and experiential. Although there will be a general course design, on the whole it will be a process course in which the facilitator(s) respond constantly to the ongoing needs and wants of the participants. Participant feedback will therefore be a major course design component, which will affect subsequent course planning.


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