zaključno delo
Jernej Kotnik (Author), Mateja Ploj Virtič (Mentor), Andre DuPlessis (Co-mentor)

Abstract

Za učitelje pripravnike je ena izmed najpomembnejših izkušenj strnjena pedagoška praksa. Na to izkušnjo močno vpliva tudi izbran mentor. Da bi lahko izboljšali izkušnje učiteljev pripravnikov, so se mnogi znanstveniki poglobili v to tematiko. Nastali so različni modeli mentorstev, ki so definirali, kaj in kako vpliva na izkušnje učiteljev pripravnikov na pedagoški praksi. Dandanes najbolj uporabljen in razdeljen je Hudsonov model mentorstva, ki pravi, da na izkušnjo zelo vpliva mentor in sledečih pet dejavnikov: osebnostne lastnosti mentorja, sistemske zahteve, pedagoško znanje, strategije poučevanja in podajanje povratnih informacij. Želeli smo raziskati, kako teh pet dejavnikov vpliva na izkušnje z mentorji v okolici Maribora. Podobno raziskavo so že izpeljali na Tajskem in le-ta je pokazala, da mentorji podajajo pomanjkljive povratne informacije ali pa jih sploh ne podajajo. Na osnovi Hudsonovih dejavnikov smo sestavili vprašalnik ter ga razdelili med študente, ki se izobražujejo za mesta učiteljev. Raziskava je pokazala, da imajo študentje v večini dobre izkušnje z mentorji, še posebej dobre rezultate smo dobili za prvi Hudsonov dejavnik (osebne lastnosti mentorja), pomanjkljivosti so se pokazale predvsem pri uporabi informacijsko- komunikacijske tehnologije.

Keywords

magistrska dela;mentorstvo;pedagoška praksa;Hudson;model mentoriranja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: [J. Kotnik]
UDC: 37.091.2:62(043.2)
COBISS: 84740099 Link will open in a new window
Views: 389
Downloads: 44
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Other data

Secondary language: English
Secondary title: Mentoring experiences of pre-service student teachers at the University of Maribor
Secondary abstract: For trainee teachers, one of the most important experiences is pedagogical practice. This experience is also strongly influenced by the chosen mentor of the mentee. In order to improve the experience of trainee teachers, many researchers have delved into this subject. Various mentoring models have been created that define what effects the experience of trainee teachers in teaching practice and how. Today, one of the most used mentoring models was defined by Peter Hudson. It says that the experience of the trainee teacher is strongly influenced by the mentor and the following five factors mentor's personal attributes, system requirements, pedagogical knowledge, modelling and feedback. Our goal was to explore how these five factors influence the experience of trainee teachers with mentors in the Maribor area. A similar survey has already been carried out in Thailand. It showed that the mentors were either providing little or no feedback. Based on Hudsonʹs factors, we compiled a questionnaire and distributed it to students studying for teacher positions. The research has shown that students have had a mostly good experience with mentors, especially concerning mentorʹs personal attributes, which are the first factor in Hudsonʹs mentoring model. We noticed some shortcomings regarding the use of information and communications technology.
Secondary keywords: master theses;mentoring;teaching practice;Hudson;mentoring model;Mentorstvo (vzgoja in izobraževanje);Maribor (Slovenija);Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za tehniko
Pages: VII f., 72 str.
ID: 11361247