Mentoriaus kvalifikacijos įtaka požiūriui į mentoriaus kompetencijų svarbą

LTPastaraisiais metais ikimokyklinio ugdymo studijų programų studentų pedagoginei praktikai vadovauja specialiai šiai veiklai parengti mentoriai. Ikimokyklinio ugdymo pedagogo papildomai įgytos mentoriaus kompetencijos yra būtina sėkmingos mentorystės sąlyga. Dalyvaujant mokymuose pakitęs pedagogų požiūris į mentoriaus kompetencijas yra mokymų veiksmingumo rodiklis. Mentoriaus kompetencijos susideda iš dviejų sandų: a) nuostatų, žinių, gebėjimų, būdingų pedagogui kaip profesionalui; b) nuostatų, žinių, gebėjimų, būtinų studento mentoriaus veiklai atlikti. Todėl buvo aktualu išsiaiškinti ne tik tai, ar dalyvaujant mokymuose pakinta mentoriaus kvalifikaciją įgijusių pedagogų požiūris į mentoriaus kompetencijas, bet ir tai, į kurį iš šių dviejų sandų požiūris pasikeičia labiau. Kad mentoriaus kvalifikacijos įtaka požiūriui į mentoriaus kompetencijų svarbą būtų atskleista įvairiapusiškai, buvo nustatoma, ar yra statistiškai reikšmingas skirtumas tarp mentoriaus kvalifikacinį pažymėjimą turinčių ir jo neturinčių, bet studentų praktikai dažnai vadovaujančių ir studentų praktikai epizodiškai vadovaujančių pedagogų požiūrio į mentoriaus kompetencijas bei jų komponentus. [Iš leidinio]Reikšminiai žodžiai: Ikimokyklinio ir priešmokyklinio ugdymo pedagogo mentorius; Mentoriaus kompetencijos; Mentoriaus kvalifikacija; Pedagogų rengimas; Požiūris į mentoriaus kompetencijų svarbą; , mentor of pre -school and pre-primary school education; Attitude towards the importance of mentor competences; Mentor competences; Mentor of pre-school and pre-primary school education; Mentors qualification; Training pedagogues.

ENIn the recent years students' pedagogical practice of pre-school education is led by mentors. Pedagogue training regulations define a mentor acc to the order proclaimed by the Ministry of Education as an experienced and trained pedagogue, who works and helps the student on pedagogical practice in one or several educational institutions or in any other institutions (companies, organizations) related to pedagogical work With reference to the conceptions of mentor competences of many scientists from different countries (Mentor's Competences, 2007), with reference to the experience of foreign scientists (Clutterbuck, 2003; Podsen, Denmark, 2000), B. Autukevičienė (2012) created the model of pre-school and pre-primary education mentor competences grounded theoretically and empirically. It includes personal, communicative-management, administrative, pre-school and pre-primary didactic competences. The inner structure of mentor competences consists of 2 components: a) regulations, knowledge and capabilities characteristic to professional pedagogue; b) regulations, knowledge and capabilities necessary for mentoring students' practice. Pedagogue gains professional experience while doing practical pedagogical work. To become a mentor, the pedagogue must be trained additionaly. Taking care of a student on pedagogical practice is an addditional pedagogue's function. The objective of the research: to reveal the influence of mentor's qualification to the attitude towards mentor competences and the importance of their components. Pedagogues under research. 459 pedagogues of pre-school and pre-primary education both with and without mentor's qualification and experience in mentoring students were surveyed.All respondents were divided into 3 groups: a) pedagogues with mentor's qualification certificate and frequently mentoring students' practice (15,5 %), b) pedagogues without mentor's qualification certificate but quite often mentoring students' practice (41,6 %), c) pedagogues without mentor's qualification certificate but mentoring students' practice from time to time. Methods of the research: expert research and statistical analysis of research data were conducted applying SPSS (Statistical Package for the Social Sciences), the programme of processing statistical data (SPSS for Windows 17). The method of mentor competences description was applied for expert research. Summing-up or research results. The survey helped to prove that pedagogue trainings helping to gain mentor's qualification are effective. They cardinally change the attitude towards all the competences necessary for mentoring. Qualified mentors understand better which competences are essential in performing all crucial mentor's funtions: a) to start and maintain friendly partnership relations with the student; b) to encourage the student to develop his practical professional competences; c) to encourage the student to expand his professional relations; d) to help the student to seek a chosen career (Sweeny, 1996). Statistically, pedagogues with mentor’s qualification certificates assess mentor competences much higher than pedagogues mentoring students practice without mentor’s qualification. The greatest difference between pedagogues with and without mentors quialification is mainly in assessing personal, assessment, expertise and reflection, management and didactic competences. Qualified mentors' attitude toward competences was the least different from other pedagogues in assessing pedagogues’s competency.In this sphere the attitude of all pedagogues was similar. All they admit that only experienced pedagogues can mentor students' practice. On the grounds of the conclusions made above it can be stated that special training of mentors has a great influence upon pedagogues attitude upon mentors competences and the importance of their components. [From the publication]