magistrsko delo
Urša Grošelj (Author), Milena Valenčič Zuljan (Mentor), Romina Plešec Gasparič (Co-mentor)

Abstract

Magistrsko delo preučuje pomen mentorstva pri profesionalnem razvoju vzgojitelja začetnika s poudarkom na formalnem mentorstvu v času pripravništva na strokovni izpit. Teoretični del obravnava definicije mentorstva, vloge mentorja in mentoriranca ter vrste mentorstva (formalno in neformalno). Opisuje tudi modele profesionalnega razvoja, kot sta model po Katz in model po Fuller. Mentorstvo ima ključno vlogo pri uspešnem uvajanju vzgojiteljev v poklicno delo, saj nudi podporo, usmerjanje in prenos strokovnega znanja, obenem pa omogoča tudi osebnostno rast mentoriranca. Mentor ni le prenašalec znanja, temveč ima tudi vlogo spodbujevalca refleksije, kritičnega mišljenja in samozavesti. Njegova naloga je, da mentorirancu pomaga pri soočanju z izzivi začetnega obdobja poklicnega delovanja in ga vodi k večji samostojnosti in odgovornosti. Profesionalni razvoj vzgojiteljev je vseživljenjski proces, ki zahteva nenehno učenje, izpopolnjevanje, prilagajanje novim izzivom, iskanje novih rešitev in kritično refleksijo lastnega dela. Še posebej občutljivo je prvo obdobje poklicnega delovanja, zato je kakovostno mentorstvo v tem obdobju zelo pomembno, saj omogoča povezovanje teorije in prakse ter nudi vzgojiteljem začetnikom podporo pri njihovih prvih profesionalnih izzivih. Empirični del raziskave temelji na analizi anketnih vprašalnikov, ki so jih izpolnili vzgojitelji začetniki in vzgojitelji mentorji. Rezultati kažejo, da je mentorstvo ključno za podporo profesionalnega razvoja vzgojiteljev začetnikov, saj pomaga pri razvijanju strokovnih veščin in izboljšanju kompetenc. Mentorji nudijo ne le praktične nasvete, temveč tudi čustveno podporo, kar je še posebej pomembno v času pripravništva na strokovni izpit. Mentorji prav tako izpostavljajo izzive, s katerimi se soočajo med mentoriranjem vzgojiteljev začetnikov, kot so prilagajanje individualnim potrebam vzgojiteljev začetnikov in zagotavljanje ustrezne povratne informacije. Magistrsko delo poudarja pomembnost načrtovanega in sistematičnega mentorstva, ki povezuje teorijo in prakso ter spodbuja aktivno sodelovanje mentorirancev. Dobro načrtovan in izveden mentorski proces lahko bistveno izboljša kakovost dela vzgojiteljev začetnikov ter dolgoročno prispeva k večji učinkovitosti in zadovoljstvu v poklicu.

Keywords

mentor;mentorstvo;profesionalni razvoj;strokovni izpit;vzgojitelj začetnik;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [U. Grošelj]
UDC: 373.2.011.3-051(043.2)
COBISS: 231001347 Link will open in a new window
Views: 94
Downloads: 22
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Other data

Secondary language: English
Secondary title: Role of the mentor in the professional development of a novice pre-school teacher
Secondary abstract: The master's thesis examines the importance of mentoring in the professional development of novice preschool teachers, with an emphasis on formal mentoring during the period of training for the professional exam. The theoretical part discusses the definitions of mentoring, the roles of the mentor and mentee, and the types of mentoring (formal and informal). In addition, it describes models of professional development, such as the Katz model and the Fuller model. Mentoring plays a key role in the successful introduction of novice preschool teachers into professional work, as it provides support, guidance, and the transfer of professional knowledge, while also enabling the mentee's personal growth. The mentor is not only a transmitter of knowledge but also has the role of a promoter of reflection, critical thinking, and self-confidence. His task is to help the mentee cope with the challenges of the initial period of professional activity, and to guide him to greater independence and responsibility. The professional development of preschool teachers is a lifelong process that requires continuous learning, improvement, adaptation to new challenges, the search for new solutions, and critical reflection. The first period of professional activity is very sensitive, which is why quality mentoring is very important during this period, as it enables the connection of theory and practice and offers novice preschool teachers support in their first professional challenges. The empirical part of the research is based on the analysis of questionnaires completed by novice preschool teachers and mentor preschool teachers. The results show that mentoring is key to supporting the professional development of novice preschool teachers, as it helps in developing professional skills and improving competences. Mentors provide not only practical advice, but also emotional support, which is especially important during the period of training for the professional exam. Mentors also highlight the challenges they face while mentoring novice preschool teachers, such as adapting to the individual needs of novice preschool teachers and providing appropriate feedback. The master's thesis emphasizes the importance of planned and systematic mentoring that connects theory and practice and encourages the active participation of mentees. A well-planned and implemented mentoring process can significantly improve the quality of the work of novice preschool teachers and contribute to greater efficiency and satisfaction in the profession in the long term.
Secondary keywords: mentor;mentoring;professional development;professional exam;novice preschool teacher;Vzgojitelji predšolskih otrok;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 1 spletni vir (1 datoteka PDF (98 str.))
ID: 26125374