Mentoriaus veikla ugdymo institucijoje

LTSiekiant užtikrinti sąveiką tarp teorijos ir praktikos, svarbus vaidmuo tenka mentoriams. Mentoriumi vadinami specialiomis kompetencijomis pasižymintys patyrę darbuotojai, betarpiškai vadovaujantys būsimojo specialisto praktikai darbo kolektyve. Mentoriai jiems padeda ugdyti praktinius įgūdžius ir sparčiau integruotis į specifinę darbo kolektyvo aplinką, plėtoti etika pagrįstus santykius su kolegomis, socialiniais partneriais. Lietuvos aukštosios mokyklos, bendradarbiaudamos su darbo kolektyvais, remiasi užsienio šalių patirtimi rengiant mentorystės programas, kurios pastarąjį dešimtmetį sėkmingai įgyvendinamos ir bendrojo lavinimo, ikimokyklinio ugdymo institucijose. 2011–2012 m. atliekant pedagoginį tyrimą Respublikos ikimokyklinio ugdymo institucijose, siekta išsiaiškinti, kokia yra dabartinė studentų praktikantų globos situacija. Apklausoje dalyvavę ugdymo įstaigų direktoriai, jų pavaduotojai ir pedagogai teigiamai įvertino mentorystę, jos naudą ir reikšmę jauno pedagogo karjerai, jo ugdymui. [Iš leidinio]Reikšminiai žodžiai: Praktika, praktikantas, mentorius, mentorystė, bendradarbiavimas, kompetencija; Internship, trainee, mentor, mentoring, cooperation, competence; Practice, a trainee, mentor, mentoring, cooperation, competence.

ENThe importance of a mentor for the professional development of novice educators and facilitation of their integration in a working place was perceived in foreign countries several decades ago. Preparing for establishment of the system of professional traineeship in Lithuania, it was important identify the opinion of heads and specialists of pre-school institutions about the mentor’s assistance to a novice educator or a student trainee. The object of the research: peculiarities of communication and interaction of a mentor, an educator, a novice educator and a student trainee in an education institution. The methods of the research: questionnaire. The analysis of the data on concrete support to students showed that the heads of the institutions most often deal with managerial and mentoring questions, whereas deputy directors help to solve managerial and consulting problems. The educators provide support to students on all the issues, including acquisition of practical skills and integration into a team. Comparison of the tutoring results of novice educators and student trainees revealed a considerably worse situation in novice educator support in education institutions compared to that of student trainees. It can be concluded that tutoring of educators in the beginning of their career is of episodic nature. Such results confirm the necessity to introduce mentors to education institutions. The results revealed a positive attitude of a big part of heads of education establishments and educators in the research to cooperation between an experienced educator and a novice specialist. This shows that the problem of novice educators mentoring is new and has emerged only now. The problems and advantages of cooperative working of an experienced educator and a novice specialist, identified during the research, are linked with those observed in the mentoring experience abroad. [From the publication]