Mentoriaus taikomi studento praktikanto ir pradedančio dirbti pedagogo profesinio tobulėjimo vertinimo metodai

LTStraipsnyje nagrinėjami mentoriaus taikomi pedagogo profesinės veiklos ir kompetencijų vertinimo ypatumai. Bandoma nustatyti, kokie yra mentoriaus vertinimo tikslai, vertinimo metodai bei būdai. Tyrimu siekiama išsiaiškinti, kaip save vertina pats studentas praktikantas ir pradedantis dirbti pedagogas, kokiais būdais išreiškiamas mentoriaus vertinimas bei kaip pedagogas šį vertinimą priima. [Iš leidinio]Reikšminiai žodžiai: Pradedantis dirbti pedagogas; Mentorius; Profesinis tobulėjimas; Vertinimas; Novice teacher; Mentor; Professional development; Evaluation.

ENThe purpose of the work is to estimate the methods and patterns of evaluation of a pedagogue that are practiced by the mentor as an expert. There have been analyzed the peculiarities of evaluation of the pedagogue professional development and the competence practiced by mentor. The several attempts were used to estimate what are mentor‘s purposes of evaluation, which method is being used in a concrete situation. During the research it has been tried to find out the methods of student and novice teacher self-evaluation, how the evaluation of a mentor is provided and how pedagogues accept this evaluation. In many theoretical resources the biggest emphasis is laid on the significance of evaluation to the professional development of a pedagogue. Then performing the research it was clarified that the evaluation is not being specially planned in education institutions though it is preceded anyway. The data of research has shown that at the process of evaluation pedagogues analyze themselves intensely and apply introspection and reflection methods. Mentors do also prompt the pedagogues to evaluate by themselves their professional activities and a competence. Then evaluating the pedagogues’ mentors most often use a reflective dialog, contemplation and the evaluation of the practical abilities at the workplace methods. For both mentors and pedagogues the most difficult method to practice is the essay method. After performing the research it has been clarified that a majority of the pedagogues participate in the process of their professional activities and the competence. They kindly accept the evaluation of the mentor. Mentors are more often tend to give their evaluation at the time of individual dialogs, not pointing the comments for a concrete person. The majority of the mentors considers the requirements of the ward and tries to provide the needed help. [From the publication]