Analysis of conditioning factors and counseling styles of the beginning mentor

Abstract

Reflection on the continuous socio-economic, educational and cultural changes of today reveals the immediate need for improvement in teacher training and professional development. This article presents educational guidance from the perspective of the beginner mentor immersed in a Professional Induction Programme developed in the Dominican Republic with the main purpose of analysing the counselling styles presented by the mentors during the mentoring process in an Induction Programme and investigating the possible conditioning factors. The research method is qualitative with interactive techniques of social research such as memory stimulation, photolanguages and metaphors, immersed in the second phase of the Reflective Cycle on Counseling, which in turn is composed of four main stages: description, explanation, confrontation and transformation. The results obtained show a need for initial teacher training, a lack of time to develop the role of mentor (two positions simultaneously) and resistance to change on the part of school management teams. In the discussion of the results, the continuous improvement of the mentor's role in the assessment process are identified, and the conclusions point out that professional and personal development is linked to good teaching practices with the aim of advancing the quality of education in their country.