Abstract The present study is conceived as a theoretical foundation and research valorization on the topic of mentoring, initial teacher training, and their integration into the educational system. It focuses particularly on investigating the problems and difficulties faced by beginning teachers at the start of their teaching careers and the opportunity to address them through mentoring activities. Through this research, we seek to analyze the needs of beginner teachers in primary education and to highlight the extent to which mentoring positively influences their integration into professional activity. The visions of mentors, students, and beginners are considered regarding the impact of mentoring in the education system, as well as strategies for optimizing the mentor-beginner collaboration for success in the teaching career. The purpose of this relationship, namely, the mentor–beginner interaction, is thus to provide the beginner teacher with the support needed to succeed at the beginning of their teaching career and to cope with the challenges in education. The investigative approach presents a quantitative research (survey by questionnaire). This study is part of the author’s doctoral thesis and presents only part of the research results.
Carmen Alexandra Roşu (Wed,) studied this question.