The professional induction mentoring issue has a special interest both for theoreticians but- especially - for practitioners. Following the natural logic of determinations, the theoretical interest for this process was generated by the real needs felt by beginner teachers at the time of their induction in the professional environment where they shall assume a series of roles and functions of significant responsibility. From this point of view, any experienced teacher reminds that the professional exercise made during teaching practice probationary stages was insufficient. The training for the teacher profession in the situative learning version creates completely new perspectives on the school educational environment - as compared to the periods when the future teacher simply visited school, as a student, to understand its rules. In such concrete job environments all the stakeholders can adopt the coaching approach which means to put the beginner teachers to try and exercise different types of professional behaviors. For this, those who play, at a certain moment, the role of mentor need to be aware of the difficulties in a professional debut. The professional induction presupposes alternations between assimilation and accommodation at the end of which the trials and errors of beginner teacher can conduct to better educational practice. This is why theoreticians, educational policy makers, teacher trainers, school administration, professional induction mentors, future teachers themselves...reflect on the professional debut equally... all of them searching for the shortest and most efficient ways of making the transfer of competences from the master to the disciple. From such perspective, the coaching version brings a new approach to the professional training in the formula of assisted organizational exercise.

Key words: mentoring, induction mentoring, coaching, assisted organizational exercise