Keywords: novice teachers, teacher-mentor, professional development, Republic of Macedonia


Mentoring as a form of strengthening the competencies of teachers is widely accepted in the educational system of the Republic of Macedonia. Generally, experienced teachers and those who are new perceive this process as inevitable for strengthening and retaining quality staff. The goal is to explore what teachers think about mentoring novice teachers in teaching. In line with the stated goal, we tried to answer the following questions: Are there differences in teachers’ views and opinions about the mentoring process regarding their work experience? Does mentoring as a process contribute to/for teachers’ professional development? Are there differences in views and opinion of teachers for the mentoring process regarding their experience and involvement in the mentoring of novice teachers? The obtained results pointed to the weaknesses that the mentoring process in our country is facing with. Although mentoring as a process is regulated by law, in practice there are still inconsistencies in its realization, both from the aspect of the approach and from the aspect of effectiveness. The recommendation to schools is to try, in addition to mentoring, to offer other forms of support to novice teachers and to try to support the teaching profession through a continuous investment (staff and financial). 


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How to Cite
Petrovska, S., Sivevska, D., Popeska, B., & Runcheva, J. (2018). MENTORING IN TEACHING PROFESSION. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 6(2), Faculty of Educational Sciences, Goce Delcev University, Stip.