COSERE | 173 Collaborative leadership style In this way, the mentor works alongside new teachers and colleagues, rather than directing them. The mentor is involved in decision-making, solving problems related to classroom teaching together with a colleague. They hypothesise, test it, and introduce new strategies that seem acceptable to solve the problem situations in question. Direct leadership style If the mentor chooses this type, then: • Tells the prospective teacher what to do; • Shows the future teacher how to do it; • Expresses his judgment about the future teacher’s work; • Recommend specific changes. If this type is used, then the mentor’s role is to guide and inform the new teacher, model learning situations, and evaluate the teacher’s mastery in specific situations. Indirect leadership style If the mentor chooses this type, then: • patiently listens to the future teacher’s performance analysis; • tries to understand the behaviour of the future teacher, even if he does not agree with it; • ensures that the prospective teacher himself finds a solution to improve learning. The purpose of this type of mentoring is to offer the prospective teacher a discussion so that he understands what he is doing during the teaching process, and for the mentor to fully understand the behaviour of the prospective teacher, although not necessarily accepting or agreeing with it. This allows the prospective teacher to determine his next course of action based on his own experience and what the mentor offers. Such a discussion helps the new teacher to decide how to work in the future.
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