Teachers who recently received their diploma and just graduated from university in many education systems experience similar challenges as they move from their initial training into professional practice. These issues are often accompanied by low confidence in pedagogy, uncertainty in assessment, difficulties with lesson planning and a feeling of professional isolation. Such issues are not limited to particular countries or institutions but are reported commonly across the European and international contexts. As a result, an increased interest in school-based and collaborative models of professional development which provide ongoing mentoring and structured opportunities for reflection has grown.

This study examines the professional development of early-career teachers who are supported by the EduBridge Community, which is a mentor-led professional learning community that was created by experienced educators. It investigates the role of structured mentoring, collaborative learning and action research in professional development of teachers in their first six months of participation.

Research aim

The purpose of the study is to explore the effects of participating in a mentor-led professional learning community on the professional competence, reflective practice and instructional development of beginning teachers.

Research questions

• How does membership in the EduBridge Community affect beginning teachers' professional self-assessment in such key areas as lesson planning, formative assessment, and practice in the classroom?

• How do mentoring activities and professional learning interventions help support the development of reflective practice with beginning teachers?

• What preliminary student learning outcomes changes are observed in the period of implementation?

Theoretical framework

The study is theoretically based on the sociocultural learning theory (Vygotsky, 1978) and the concept of communities of practice (Wenger, 1998). From this perspective, professional learning is conceived as a socially mediated process that takes place through participation in shared practice, dialogue and reflection. Mentoring is conceptualised as a type of guided participation, where experienced teachers scaffold the learning of novice teachers and support the movement of the novice teacher from peripheral to fuller participation as a professional.

Scientific contribution

The contribution of this study to the field of education is the combination of mentor-led professional learning communities and action research as a structured model for early-career teacher development. While the concept of mentoring and communities of practice have been a focus of much research activity, less is known about empirical evidence of the relationship between pre/post survey data, classroom observations, reflective artefacts and student learning indicators within a single research design. The study is relevant to European and international discussions in that it provides evidence from a school-based intervention that can be transferred to other educational settings who are seeking sustainable induction and professional learning models.

The methodology used in the study is action research which involves a series of repeated cycles of planning, doing, observing, and reflecting. This approach enables professional practice to be improved and the process of professional learning to be examined systematically at the same time. Participants and context Participants are 20 beginning secondary school teachers and a group of experienced teacher-mentors who facilitate the EduBridge Community. The research is being carried out over the 2025-2026 academic year, with this paper reporting on the first five months of the research (September-January). Data sources and alignment with research questions - RQ1 is studied in terms of pre- and post-intervention surveys and classroom observations. - RQ 2 is discussed through analysis of mentoring interventions, reflective notes and focus group discussions. - RQ3 is based on student academic indicators (term-based achievement data) and teacher reports. Survey design The survey consists of 5 self-assessment Likert-scale questions which measure professional confidence and competence in lesson planning, assessment literacy, differentiation, reflective practice, and classroom management. The survey was administered twice: - Entry survey: September 2025 - Follow-up survey: January 2026 The survey also included open-ended questions to capture qualitative insights into professional challenges and perceived support needs. Data analysis Quantitative survey data was analysed using descriptive statistics to determine changes in the mean scores throughout the research. Qualitative data from observations, focus groups and reflective artefacts were analysed thematically. Theoretical concepts from sociocultural learning theory and communities of practice served as analytical lenses for interpretive framework as they guided the interpretation of participation, mentoring interactions and professional learning trajectories.

Initial results indicate steady positive development of beginning teachers during their first five months in the EduBridge Community. Comparisons of pre- and post-participation surveys show increases in self-reported competences in planning lessons, formative assessment and alignment of learning objectives and assessment criteria. Qualitative data indicate that mentoring facilitated reflective discussion, helped alleviate feelings of professional isolation and helped teachers to experiment with new teaching approaches. Participants reported that they were more confident in looking at their own practice and considering feedback in order to make teaching decisions. Early analysis of student academic performance points to positive patterns in engagement and achievement, especially in classrooms in which formative assessment and structured feedback were used consistently. Although these are preliminary findings, specific to the study context, they are consistent with research from other countries. Overall, the results highlight the opportunities of mentor-led professional learning communities in European education systems, especially as cost-effective, school-based models of teacher induction and continuing professional learning.

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