Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
Mentoring is internationally recognized as a critical component of the induction process for newly hired teachers. In Italy, this mentoring practice, known as peer-to-peer, was formalized with Ministerial Decree 850/2015 and further strengthened by Ministerial Decree 226/2022, which introduced a standardized tool, "Allegato A," for reciprocal classroom observation. This study investigates the perceptions of mentor teachers regarding the strengths and weaknesses of "Allegato A" in facilitating effective mentoring during the probationary year. Using a mixed-methods approach, the research combines qualitative insights from regional case studies in Veneto and Sicily with quantitative data from a national survey of over 39,000 mentor teachers. The findings highlight key benefits of the tool, including its clarity, systematic structure, and ability to foster reflection and professional growth. However, challenges were identified, such as the perceived rigidity of the tool and its limited adaptability to diverse educational contexts. The study concludes with recommendations for enhancing "Allegato A," including greater customization for different school levels and more targeted training for mentors. These improvements aim to maximize the tool’s effectiveness in supporting both the evaluative and formative dimensions of the peer-to-peer process, ultimately contributing to the professional development of newly hired teachers in Italy.
