Original scientific paper

METHODOLOGY OF EVALUATION AND MONITORING TEACHER-MENTOR AND TEACHER-TRAINEE

Janja Črčinovič Rozman ; University of Maribor, Faculty of Education, Maribor, Slovenia
Samo Fošnarič ; University of Maribor, Faculty of Education, Maribor, Slovenia
Jurij Planinšec ; University of Maribor, Faculty of Education, Maribor, Slovenia

Abstract

In Slovenia new teachers are required to complete a ten-month probationary period in a school. In this period they are supervised by a teacher-mentor, who does not have any detailed documentation on how to supervise the probation teachers. The research we have done investigated how teacher-mentors evaluated their own mentoring experiences. The study involvedd 160 teachers and 77 headmasters from Slovenian schools. The data received from the questionnaire was analyzed quantitatively. We found out that the teacher probationary period is suitable. Teachers are satisfied with their menthorship role, because it is a challenge for them and they can gain new knowledge. A lot of teachers think that they would need an additional qualification and an additional material for their work with the probation teachers. Teacher mentors are not enough qualified for their mentors work, therefore they need support in workshops with examples of good practice and detailed guidelines for their work.

Keywords

teacher-mentors; mentoring experiences; beginning teachers; probationary period; additional qualification and material

Hrčak ID:

53037

URI

https://hrcak.srce.hr/53037

Publication date:

29.3.2010.

Article data in other languages: croatian

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