The initial years of teaching are a critical period for professional development and career pathways (Vos et al., 2017). For a considerable time, there has been a focus on studying the challenges faced by teachers when they first encounter the realities of the profession (Veenman, 1984; Almeida et al., 2018). This early stage of professional practice is characterized by a combination of survival and discovery (Huberman, 1989). Beginning a teaching career can bring about various positive experiences, opportunities for professional growth, and positive emotions, such as the development of classroom management skills (Voss et al., 2017), enjoyment (Aspfors & Bondas, 2013), positive relationships with students, and inspiring learning and teaching situations (Aspfors & Bondas, 2013).

The induction of new teachers is not only conceptualized as a phase of learning to teach but also as a process of socialization, where beginners acquire an understanding of the organization's norms, values, and objectives (Flores, 1999). It is during this process that they establish relationships through which they can access resources and receive support. Besides the interactions between formal mentors and new teachers, emerging evidence suggests that the social context in which teachers are situated, particularly within their schools, can significantly impact their induction into the profession (Nechsler et al., 2010). Mentoring programs play a crucial role in the development of novice teachers, as they are designed to assist them in navigating challenges within the classroom and the school environment (Roff, 2012). Through mentoring, beginning teachers benefit from support, collaboration, and the development of knowledge and skills, which ultimately leads to the improvement of their teaching strategies.

Teaching induction and mentoring are terms that have often been used interchangeably in research. Teacher induction encompasses a range of professional development activities, involving support from various personnel, participation in study groups, and receiving strong administrative support. On the other hand, the mentoring process offers a nurturing and supportive environment for a minimum duration of one year, particularly for those who require it the most. Previous research by Brannon et al. (2009) has highlighted that mentoring programs address crucial survival skills for new teachers, such as familiarizing them with school procedures, enhancing behavior management techniques, facilitating parent communication, and providing a foundation in basic curriculum. Through mentoring, novice teachers can adapt to their roles, cultivate a sense of belonging, and ultimately remain in the teaching profession.

Several countries have implemented induction programs with different approaches, including variations in mandatory versus optional participation, socialization versus professional development focus, informality versus formality, and emphasis on training versus evaluation The success of these programs seems to be influenced by factors such as institutional support, the quality of mentors, training focused on professional activity, self-training ability, collaborative work with peers, and school climate.

In Portugal, the support for new teachers lacks structure, and there are no regulations regarding the induction period. This results in a lack of structured support and guidance for novice teachers. Typically, school administrations assign teachers with more years of experience to support colleagues with less than five years of service who join the school. Additionally, research studies in this field are limited in the Portuguese context. 

This study aims to understand the conceptions that experienced teachers have regarding their role in initiating novice educators into the profession. The research questions include: i) the goals of experienced teachers, ii) the strategies implemented to ensure successful induction of novice teachers, and iii) the challenges encountered along the way. The study will provide valuable insights into the induction process and contribute to the existing knowledge on this topic.

This study is of a qualitative nature and represents a segment of a broader research conducted within the framework of a European project. The research was carried out in six countries: Croatia, Slovenia, Spain (Catalonia), Greece, Italy, and Portugal. The data used in this study were collected through questionnaires administered to experienced teachers in Portugal who assumed the role of mentors in the professional induction program implemented in their schools. These mentor teachers underwent a three-month training program, which involved introducing the proposed induction program, discussing conceptions, processes, and practices of mentoring in the context of training beginning teachers, and analyzing the school as an educational organization. The questionnaire was administered to mentor teachers before the training and after the completion of the induction program. It consisted of five thematic blocks covering personal information, the perceptions about an induction program based on mentoring, self-assessment of mentoring skills, contributions from the experience, and expectations and concerns about participating as a mentor in the program. The sample for this study consisted of 29 experienced teachers from 30 schools in Portugal, representing diverse disciplinary backgrounds and having at least 21 years of service. A descriptive statistical analysis was conducted to analyze the responses obtained.

Based on the analysis of the responses obtained from teachers who took on the role of mentors in the induction program, some key results are highlighted. In terms of self-assessment of mentoring skills, most mentors expressed a high level of confidence in various areas including classroom management, improvement of teaching-learning techniques, development and utilization of support materials, integration of ICT into the classroom, and addressing the needs of students with educational requirements. Concerning the contributions of the mentorship-based induction program, mentor teachers believe that teacher induction programs, facilitated by peers through mentoring activities, can contribute to preparing new teachers for the profession, fostering a sense of belonging to the school culture, enhancing new teachers' ability to collaborate with peers, and boosting their motivation for the teaching profession. However, surveyed teachers emphasize that while support for early-career teachers is crucial, they do not always feel confident in the solutions and strategies employed to address identified needs. The main conclusion of this study reveals a significant transformation in teachers' initial perceptions and a redefinition of the value of their role in relation to future teachers. Mentor teachers highlight collaboration among educators from different disciplines and the importance of project-based and collaborative work as an asset for professional development. They also express a sense of empowerment to take on new roles within the school community and engage with various stakeholders after undergoing the training. The need for structured mentoring programs, which are validated and recognized as an asset for schools, is identified by participants as a potential solution to attract more experienced teachers to take on the role of mentors. Such programs not only contribute to the professional development of mentor teachers but also enhance their work with future teachers.

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