The mentoring model described in this paper assumes teachers to be self-directing professionals, and adopts the formalized mentor-protege relationship as the starting point and the individual teacher's professional development as the organizing principle for the induction of teachers into the profession. The essential elements of a mentor's…

In this paper a conceptual framework is presented which describes the various dimensions and factors that constitute the processes of a beginning teacher's professional development during preservice and the induction period. The frame in question is based on data resulting from earlier research and on a broad study of recent literature. The model…