Educational Mentoring as a Framework for Reflection on Progress in Teaching the Romanian Language

Abstract

This study examines educational mentoring as a structured framework for reflection on professional progress in teaching Romanian language and literature. The research aims to identify how reflective tools and mentoring practices contribute to improving teaching quality in a context marked by curricular change and diverse student profiles. The paper builds on contemporary research that conceptualizes mentoring as a collaborative and reflective model of professional development, extending traditional approaches to in-service teacher training. It aligns with studies emphasizing reflective practice as a core component of effective teaching and sustainable professional growth. A mixed research design was employed, combining quantitative and qualitative methods. Data were collected from institutional mentors through questionnaires, lesson observation sheets, analysis of mentoring documents, and written reflective materials, allowing for an integrated analysis of mentoring organization, reflective tools, and mentoring styles. The findings indicate that structured mentoring, supported by systematic reflective tools and regular interactions, enhances teachers’ capacity for critical analysis of their instructional practices. Mentor experience and a collaborative mentoring style emerged as key factors influencing the depth and effectiveness of reflection. The study provides relevant insights for teacher educators, school administrators, and policy-makers interested in strengthening mentoring systems and reflective professional development.