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Title:Izkušnje študentov univerze v Mariboru z mentorji na pedagoški praksi
Authors:ID Kotnik, Jernej (Author)
ID Ploj Virtič, Mateja (Member of the commission)
Files:.pdf MAG_Kotnik_Jernej_2021.pdf (1,33 MB)
MD5: 049A3FFD1283B1CEEB01A616A445015C
PID: 20.500.12556/dkum/48026317-a269-41d1-a0f3-e7849c330ca3
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract: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.
Keywords:mentorstvo, pedagoška praksa, Hudson, model mentoriranja
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[J. Kotnik]
Year of publishing:2021
Number of pages:VII f., 72 str.
PID:20.500.12556/DKUM-75648 New window
UDC:37.091.2:62(043.2)
COBISS.SI-ID:84740099 New window
NUK URN:URN:SI:UM:DK:RO0PT5NC
Publication date in DKUM:15.11.2021
Views:1030
Downloads:92
Metadata:XML DC-XML DC-RDF
Categories:FNM
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Licences

License:CC BY-NC-SA 4.0, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-nc-sa/4.0/
Description:A Creative Commons license that bans commercial use and requires the user to release any modified works under this license.
Licensing start date:07.01.2020

Secondary language

Language:English
Title:Mentoring experiences of pre-service student teachers at the University of Maribor
Abstract: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.
Keywords:mentoring, teaching practice, Hudson, mentoring model


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