20.500.12556/DKUM-75648 Izkušnje študentov univerze v Mariboru z mentorji na pedagoški praksi Mentoring experiences of pre-service student teachers at the University of Maribor Za učitelje pripravnike je ena izmed najpomembnejših izkušenj strnjena pedagoška praksa. Na to izkušnjo močno vpliva tudi izbran mentor. Da bi lahko izboljšali izkušnje učiteljev pripravnikov, so se mnogi znanstveniki poglobili v to tematiko. Nastali so različni modeli mentoriranja, ki so definirali, kaj in kako vpliva na izkušnje učiteljev pripravnikov na pedagoški praksi. Dandanes najbolj uporabljen in razdeljen je Hudsonov model mentoriranja, ki pravi, da na izkušnjo močno vpliva mentor in sledečih pet faktorjev: osebnostne lastnosti mentorja, sistemske zahteve, pedagoško znanje, strategije poučevanja in podajanje povratnih informacij. Želeli smo raziskati, kako teh pet faktorjev vpliva na izkušnje z mentorji v okolici Maribora. Podobno raziskavo so že izpeljali na Tajskem in le-ta je pokazala, da mentorji podajajo pomanjkljive povratne informacije ali pa jih sploh ne podajajo. Na osnovi Hudsonovih faktorjev smo sestavili vprašalnik ter ga razdelili med študente, ki se izobražujejo za mesta učiteljev. Raziskava je pokazala, da imajo študentje v večini dobre izkušnje z mentorji, še posebej dobre rezultate smo dobili za prvi Hudsonov faktor (osebne lastnosti mentorja), pomanjkljivosti pa so se pokazale predvsem pri uporabi informacijsko- komunikacijske tehnologije. For trainee teachers, one of the most important experiences is pedagogical practice. This experience is also strongly influenced by the chosen mentor of the mentee. In order to improve the experience of trainee teachers, many researchers have delved into this subject. Various mentoring models have been created that define what effects the experience of trainee teachers in teaching practice and how. Today, one of the most used mentoring models was defined by Peter Hudson. It says that the experience of the trainee teacher is strongly influenced by the mentor and the following five factors – mentor's personal attributes, system requirements, pedagogical knowledge, modelling and feedback. Our goal was to explore how these five factors influence the experience of trainee teachers with mentors in the Maribor area. A similar survey has already been carried out in Thailand. It showed that the mentors were either providing little or no feedback. Based on Hudson’s factors, we compiled a questionnaire and distributed it to students studying for teacher positions. The research has shown that students have had a mostly good experience with mentors, especially concerning mentor’s personal attributes, which are the first factor in Hudson’s mentoring model. We noticed some shortcomings regarding the use of information and communications technology. mentorstvo pedagoška praksa Hudson model mentoriranja mentoring teaching practice Hudson mentoring model true true false [J. Kotnik] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2020-01-07 11:25:28 2021-11-15 14:01:02 2023-04-12 15:03:24 2020-01-08 03:17:05 2021 0 Maribor 0 Maribor VII f., 72 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.2:62(043.2) 84740099 URN:SI:UM:DK:RO0PT5NC MAG_Kotnik_Jernej_2021.pdf MAG_Kotnik_Jernej_2021.pdf 1 049A3FFD1283B1CEEB01A616A445015C d5b08363f0dd24d8bc416b4083c13c7f435d9e09a559ebe69e01f0142505d8a6 8bcefaf4-26b4-11ec-aa8d-00155d000105 20.500.12556/dkum/48026317-a269-41d1-a0f3-e7849c330ca3 https://dk.um.si/Dokument.php?lang=slv&id=154841 Fakulteta za naravoslovje in matematiko 0 0 0