Вълова Теодора Димитрова Марчева-Йошовска Петя Веселинова MENTORING IN THE CONTEXT OF TEAM WORK FOR EFFICIENT INCLUSION

В монографии обсуждается проблема совместной работы в рамках повышения квалификации без последующей сертификации начинающих педагогов. В теоретической части сделан краткий анализ нормативных документов, специализированной педагогической и методологической литературы. В разделе исследований представлено авторское исследование отношения педагогов к повышению компетентности посредством участия в неформальном и неформальном обучении с помощью наставников. Исследование предназначено для студентов, школьных педагогов и преподавателей университетов.

the organizational efficiency is acknowledged on all educational levels. The need for team work is conditional of the necessity to plan and coordinate the activities of pedagogical and non-pedagogical specialists in inclusive education in order to unite the separate activities and achieve synergy effect.

Set-up of the problem
Starting pointwith regard to the investigated issue the main point is that on the stage of practical preparation to implement the complex and multi-functional pedagogic activity in the process of integration and support, the crucial role is the responsibility of the mentor. According to T. Valova, «when refer to the role of mentor, we should emphasize that he/she is a model for others to follow, teaching, supporting, counseling and approach to less experienced internship in order to encourage his/her professional improvement». Transfer of skills (in compliance to needs) to pedagogic ability, that isprofessional competency, according to the author, is to be achieved by mentoring, that «flows as a process of interaction among mentor and mentored, the mentor having personal superiority in given subject field and exercise qualified and professional impact on thinking, behavior and actions of mentored» [1, p. 1213].
That gives grounds to team to characterize the mentoring: not formal and/or formal (defined on the type of study); continuing education /training (defined on the type of study and obtaining, expanding and improvement of professional qualification) upon completed preliminary educational level or type of education.
According to I. A. Coetzer, Continuing Professional Development (CPD) refers to any activities aimed at enhancing the knowledge and skills of teachers by means of orientation, training and support [4, p. 78]. For the purposes of this study the authors accept the thesis, that to implement the plans for professional development of educational staff in order to overcome the shortage of qualified personnel, educational institutions should provide information, time and support for continuing qualification on work place. The specialists also should take responsibility for their own achievements Content is licensed under the Creative Commons Attribution 4.0 license (CC-BY 4.0) and additional qualifications. Despite, being new or established, the educators should organize themselves, improve, share experience and be trained to respond the demands of developing students'audience. As a consequence on how and if the teachers are ready during their careers to absorb new skills, that shall help to respond to changing needs of society, depends to greater degree the functioning of school as training community. Thus the implementation of professional progress thru mentoring, exercised in small pedagogic teams (within weekly working hours and in accordance the employment of the staff), secures qualification of the work place [2, p. 289-304]. Art. 7. of the Regulations defines the basic functions of the positions «senior teacher» and «major teacher», related to mentoring. The following activities have been marked: assisting the newly appointed teachers, rendering of methodological support, motivation for professional improvement and career development of more experienced educators as mentors. The conditions for methodical and organizational support have been regulated in cases of low evaluation as result of attestation; consultation and assistance aimed in career development etc [4, p. 6]. The functions of the experienced educator with regard to newly appointed have been specified, actually to «carry out methodical and organizational support to newly appointed teachers/ educators and/or perform mentor's functions regarding graduate-trainee teachers» [4, p. 87].
Analyzing mentoring in field of andragogy, the team defines it as modern educational technology and specific methodology for continuous improvement of personal and professional competencies. In view of practice-applicable aspect we characterized it as systematic team activity, used to transfer knowledge from mentor to unskilled educator or specialist. Содержимое доступно по лицензии Creative Commons Attribution 4.0 license (CC-BY 4.0) Usually, mentoring is performed in small team, consisting of experienced professional and new specialists. Team work is a complex of continuous and dynamic (mental and performing) processes of voluntary professional cooperation that turn into improved results of research and solving of specific problem. A crucial moment in those processes is the development of such relations that lead to improvement of knowledge, skills and competencies of team members-the most important resource of the team. In that context mentoring is reviewed as indivisible part of the team work. Conditions are created to realize actual support for the educators to implement the objectives, tasks and functions for integrating education in Bulgaria.
Conforming to the TALIS study, teachers' co-operation implies teachers working together in groups or teams to improve educational processes and outcomes, but such professional collaboration1 is still relatively rare [7]. That directed the team efforts to investigate the attitudes of new educators and specialists for inclusion in educators 'team to realize mentoring.
Accepting the arguments for professional collaboration 1 in the frame of teamwork, visualized by TALIS study, the major objective of investigation is to establish and analyze the attitudes of primary school teachers to work in a team.

Materials and Methods
Contingent for performance of questionnaire survey are primary school teachers in general secondary education schools from Pleven district.   On second place rank the persons with degree «Bachelor» -15, representing 18.5%, and the least is the number of persons with educational attainment «professional bachelor» -9, with relative share of 11.1%. The survey for the attitudes of the teachers proves that team work should be implemented on initial stage The prevailing part of interviewed teachers (57, representing 70.4%) apply team work in daily routine school activities. The data are visualized in table 3. Table 3 Frequency distribution of IP as per attitudes of the implementation of team work Only 18 of interviewed persons, representing 22.2%give negative answer.

Fig. 3. Attitudes of the implementation of team work (in %)
The results support the statement that Bulgarian teacher is experiment and apply innovation approaches of pedagogic interaction in his/her work that would lead to improvement of educational process quality in Bulgarian school.

Self-evaluation of the preparation to be used in team work
Prevailing part of interviewed teachers (69, representing 85.2%) share the opinion that they feel prepared to use team work activities (as summarized in table 4).   Slightly over one third of interviewed parsons have answered that use team work every week (27 teachers with relative share of 33.3%). Every day use only 9 teachers (11.1%), and several times for yearonly 6 IP, whose relative share is only 7.4% ( fig. 5).

Fig. 5. Frequency of participation (в %)
The information leads to the conclusion that teachers should search for options to more frequently apply team work in teaching hours in order to optimize educational process on initial stage.
The results show that according interviewed persons team work is most frequently applied in Bulgarian language and literature classes. Such answers give 51 teachers, representing 16.67%. Technology and entrepreneurship 9 10.
Physical education and sport 0 On second place, 45 persons (14.71%) say that use team work in classes of music.
Third position is occupied by subject disciplines Man and Nature and Man and Society, being used by equal number of teachers 39 (12.75%), and less in Surrounding World classes 36 СЗ, relative share 11.76%. On lowest ranking 30 teachers (9.80%) show the subjectsmathematics and fine arts. Extremely rare the classes in foreign language and Technologies and Enterpreuning are used in that aspectbarely 9 IP (2.9%).

Survey of the primary school teachers experience to apply team work
Comparatively great part of the interviewed 69 teachers (85.2%) has experience in implementing the team work. Extrenmely small part of teachers note that have not experiencebarely 12 interviewd persons, representing14.8%, share this problem.

Survey of teachers' opinion on manager of the team
Information show, that according 33% of IP organizer of educators' team is major teacher. According one fourth (26%) the team is established by initiative of the Pedagogical council, and 20% emphasize that the principal assigns the team. An insignificant part of the interviewedbarely 11%, share that in their school there is not pedagogical/educators'team and almost same percent of interviewed cannot decide.

Survey of primary school teachers' readiness for team work
Almost one third of interviewed teachers (24 IP, representing 30%) point out that have professional competencies and feel prepared to work in a team (Т. 8.). stage. That implied the significance of constituting educators' teams for comprehensive pedagogical, physiological and methodological training of starting-up teachers in the profession.
Trends of the survey: The global aim of the authors' team is to elaborate methodological model for the implementation of mentoring in everyday educational team work. In that sense the cooperationwithin the team of mentor and mentoree is aimed to turn into joint training and self-training by sharing of ideas and practices on institutional level thus the educators receive satisfaction and commitment to the overall learning activity.
Conclusion: Team work gives new ideas and significance to continuing qualification of educators and specialists, being implemented on work place. The team shall continue the scientific researches on the issues that did not find answers in this monographic work, as well all others that shall emerge on the agenda in the conditions of changing reality in order to find the adequate solution.