Odnos mentorjev na osnovnih šolah do opazovalne prakse študentov razrednega pouka

magistrsko delo

Nina Lojen (Author), Monika Mithans (Mentor), Sabina Ograjšek (Co-mentor)

Abstract

Praktično usposabljanje ima pomembno vlogo v izobraževanju prihodnjih pedagoških delavcev, saj posameznikom omogoča pridobivanje praktičnih izkušenj, veščin in znanj, ki jih je težko oz. nemogoče pridobiti samo z učenjem teorije. Magistrsko delo nudi vpogled v odnos mentorjev do opazovalne prakse študentov razrednega pouka. V raziskavo smo vključili 178 učiteljev razrednega pouka, ki so zaposleni v osnovnih šolah v Sloveniji. Podatke smo zbrali z anketnim vprašalnikom. Zanimalo nas je, kakšne so izkušnje učiteljev mentorjev na področju mentorstva, kako se na to pripravijo, katere so naloge mentorja in posledično študenta ter katere so ključne kompetence za uspešno opravljanje mentorstva. Ugotovili smo, da imajo učitelji mentorji v povprečju dobre izkušnje z mentorstvom v okviru opazovalne prakse. Poudarili so, da so navdušeni nad angažiranostjo in samoiniciativnostjo študentov, ki z aktivnim udejstvovanjem v vzgojno-izobraževalnem procesu pridobijo boljši vpogled v učiteljevo delo. Pred pričetkom opazovalne prakse mentorji skupaj s študenti načrtujejo potek izvajanja dejavnosti, pogovorijo se o njihovih pričakovanjih in željah ter možnostih njihove izvedbe. V raziskavi smo nadalje ugotovili, da učitelje mentorje z glavnimi nalogami opazovalne prakse s pisnimi navodili seznani fakulteta, a so kljub temu mentorji svoje poznavanje študentovih nalog ocenili nizko, kar otežuje kakovostno izvedbo praktičnega usposabljanja. Ob tem je zaskrbljujoča ugotovitev, da se mentorji v zadnjih petih letih v veliki večini niso udeležili izobraževanj s področja mentorstva. Samoocena učiteljev mentorjev kaže, da imajo mentorji razvite strokovne, odnosno-komunikacijske in organizacijsko-administrativne kompetence, torej vse kompetence, ki jih potrebujejo za kakovostno opravljanje svoje mentorske naloge. Rezultati naše raziskave kažejo, da so študentje svojim mentorjem v pomoč, so samoiniciativni ter se aktivno vključujejo v sam vzgojno-izobraževalni proces, čeprav se to od njih v okviru opazovalne prakse ne pričakuje. Njihova angažiranost zagotovo pripomore k temu, da odkrijejo svoja močna in šibka področja ter prepoznajo pravilnost svoje poklicne izbire.

Keywords

magistrska dela;opazovalna praksa;praktično usposabljanje;učitelj mentor;mentorstvo;razredni pouk;

Data

Language:	Slovenian
Year of publishing:	2023
Typology:	2.09 - Master's Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[N. Lojen]
UDC:	37.091.12:005.963.5(043.2)
COBISS:	166168067
Views:	26
Downloads:	5
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	The attitude of primary school mentors towards the observational practice by the students of the first cycle of elementary education
Secondary abstract:	Practical training plays a significant role in the education of future pedagogical professionals, as it enables individuals to acquire practical experiences, skills, and knowledge that are challenging or impossible to obtain through theoretical learning alone. This master's thesis provides insight into mentors' attitudes towards student teachers' observational practice in primary school teaching. The study included 178 primary school teachers employed in schools in Slovenia. Data was collected through a questionnaire. The study aimed to understand mentors' experiences in mentoring, how they prepare for it, what the roles of mentors and consequently students are, and what key competencies are necessary for successful mentoring. The findings indicate that, on average, teacher mentors have positive experiences with mentoring during observational practice. They emphasised their enthusiasm for students' engagement and initiative, which allowed them to gain a better insight into teaching by actively participating in the educational process. Before the start of observational practice, mentors, together with students, plan the course of activities. They discuss expectations, desires, and possibilities of implementation. The study also revealed that teacher mentors are informed about the main tasks of observational practice through written instructions from the faculty. However, mentors still rated their understanding of students' tasks very low, which certainly hinders the quality of practical training. Additionally, concerning is the finding that the majority of mentors have not participated in mentoring-related training in the last five years. Self-assessment of teacher mentors indicates that mentors possess developed professional, relational-communicative, and organizational-administrative competencies - all necessary for the quality performance of their mentoring role. Furthermore, the results of our study show that students are helpful to their mentors, are self-initiative, and actively engage in the educational process, even though this is not expected of them during observational practice. Their self-engagement undoubtedly contributes to discovering their strengths and weaknesses, as well as confirming the appropriateness of their career choice.
Secondary keywords:	master theses;observational practice;practical training;teacher mentor;mentoring;the first cycle of elementary education;Izobraževanje učiteljev;Mentorstvo (vzgoja in izobraževanje);Univerzitetna in visokošolska dela;
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	1 spletni vir (1 datoteka PDF (XI, 91 str.))
ID:	19873981