Preliminary communication
Mentoring strategy
Anđelka Slavić
; Primary School don Lovre Katića, Solin, Croatia
Danijela Matić
; Primary School don Lovre Katića, Solin, Croatia
Abstract
When we talk about the characteristics of modern teaching, we emphasize that the student is in the centre of the teaching process (Matijević and Radovanović, 2011). The aim of teaching and learning is not just the transfer and the acquisition of the content but it is also training students for the application of effective models of thought processes (Cindrić et al., 2010). In the search for answers to questions which strategies are more effective, how do we know that they are effective and how they can be applied by teachers in teaching to improve students’ outcomes, we must consider the analysis of the effects of teaching strategies and types of students in certain situations and events. Marzano et al. (2006) conclude that in the search for these answers teachers should rely on their understanding of students, their subject matter and their unique situations to reveal effective teaching strategies. Tutorial involves increasing the individual work of students under the guidance and the supervision of a mentor that can be successfully applied already in elementary school (Jones et al., 2004). At Don Lovre Katic Primary School, Solin, we examined the attitudes of teachers about the strategy of coaching work. Results show that teachers assess mentoring classes extremely important in the context of lifelong education and applicable to all levels of education. However, they indicate that they are missing the proper knowledge and skills to use in their everyday work and they warn of the number of objective obstacles to the implementation of the strategy of the coaching work.
Keywords
lifelong learning; mentoring; attitudes of teachers; modern teaching strategies
Hrčak ID:
160181
URI
Publication date:
11.5.2016.
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