Analysis of reflective learning practices of beginner teachers in an innovative induction programme

The article addresses the topic of induction mentoring, which is conducted online and specifically aimed at providing support to beginner teachers in their first year of teaching. A total of twenty-four teachers from three counties in Romania (Argeș, Sibiu, and Alba) participated in this programme for a period of six months. The present study provides an overview of the findings from a qualitative analysis that examined the participants' perspectives on the induction programme provided. The obtained results align with the data identified in the specialised literature and present new opportunities for restructuring the induction mentoring programme. Additionally, they serve to clearly define the roles and responsibilities of the individuals involved and enhance the motivation and commitment of beginner teachers to the teaching profession. The findings of the research validate the innovative nature and positive impact of the induction programme by effectively addressing certain critical requirements at the beginning of the teaching career.