magistrsko delo
Teja Avguštin (Author), Milena Valenčič Zuljan (Mentor)

Abstract

Z vlogo mentorja in mentoriranca se v poklicnem delovanju sreča vsak posameznik. Znajdemo se lahko v obeh vlogah, zlasti v neformalnih oblikah. Vzgojitelji se pri opravljanju svojega poklica seznanijo z obema, in sicer na začetku svoje profesionalne poti, ko se učijo od izkušenejšega vzgojitelja mentorja, in kasneje, ko kot mentorji svoje izkušnje in pridobljena znanja posredujejo drugim, bodisi študentom bodisi vzgojiteljem začetnikom. Mentorji imajo v procesu profesionalnega razvoja vzgojiteljev pomembno vlogo, tako pri začetnem izobraževanju v procesu pedagoške prakse kot v obdobju vstopa vzgojiteljev v poklic. Za kakovostno in odgovorno opravljanje te vloge je pomembno, da skrbijo za lasten profesionalni razvoj in razvoj kompetenc, ki pripomorejo k njihovemu delovanju v vlogi mentorja. Na začetku je najpomembnejši razvoj kompetenc, ki jim omogočijo delovanje v novi vlogi, kasneje pa skrb za profesionalni razvoj, ki je tesno povezan z vnašanjem sprememb oziroma novosti v delo in z napredovanjem. V teoretičnem delu sta opredeljena pojma mentor in mentoriranje, opisane so vloge in naloge mentorjev ter lastnosti dobrega mentorja. Analiziran je odnos med mentorjem in mentorirancem, navedene potrebne kompetence mentorja ter orisana vloga ravnatelja v procesu spodbujanja profesionalnega razvoja vzgojitelja. Poseben poudarek je namenjen vzgojiteljevemu profesionalnemu razvoju v procesu mentoriranja. Opisani so nekateri modeli profesionalnega razvoja in izpostavljeni dejavniki, ki vplivajo na profesionalni razvoj. V empiričnem delu so polstrukturirani intervjuji s petimi vzgojitelji mentorji, ki imajo več kot 20 let delovne dobe, so eksperti na svojem področju in so opravili številna mentorstva. V raziskavi smo želeli ugotoviti potek profesionalnega razvoja vzgojitelja mentorja in faze, skozi katere preide v poklicni karieri mentorja. Posebna pozornost je namenjena dejavnikom, ki vplivajo na profesionalno rast vzgojiteljev mentorjev.

Keywords

profesionalni razvoj vzgojitelja;vzgojitelj mentor;mentoriranje;kompetence mentorja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Avguštin]
UDC: 373.2.011.3-051(043.2)
COBISS: 12748361 Link will open in a new window
Views: 387
Downloads: 62
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Other data

Secondary language: English
Secondary title: Professional development preschool teachers - mentors
Secondary abstract: Each individual plays a role of a mentor and a mentee during his or her professional activity. We can find ourselves in both roles, especially informally. Preschool teachers get acquainted with both roles during their career, at the beginning of their professional path, learning from a more experienced mentor teacher, and later, when as mentors they transmit their experience and acquired knowledge to others, both to students and beginner preschool teachers. In the process of professional development of preschool teachers mentors have an important role in the initial education during pedagogical practice, as well as in the period when preschool teachers start their career. To perform this role in a qualitative and responsible way, it is important that they provide for their own professional development and the development of competencies contributing to their performance in the role of mentors. At the beginning the most important thing is to develop competencies that enable them to act in a new role; later on they have to ensure their professional development, which is closely related to the introduction of changes or novelties into their work, and to promotion. In the theoretical part the notions of mentor and mentoring will be defined and the roles and tasks of mentors and the characteristics of a good mentor described. We shall highlight the relationship between mentor and mentee, set out the necessary competencies of mentors and explain the role of the head teacher in encouraging the professional development of preschool teachers. A particular emphasis will be given to the professional development of preschool teachers in the process of mentoring. Some models of professional development will be described and factors with an influence on professional development highlighted. In the empirical part semi-structured interviews will be carried out with five mentor preschool teachers with more than 20 years of service, who are experts in their field and have been mentors to numerous people. In the survey we wish to find out how the professional development of mentor preschool teachers progresses and which are the stages they go through during their career as mentors. A special focus will be on factors influencing the professional growth of mentor preschool teachers.
Secondary keywords: training personnel;vzgojitelji;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 61 str.
ID: 11344342