Annual of social work, Vol. 30 No. 2, 2023.
Preliminary communication
https://doi.org/10.3935/ljsr.v30i2.523
Applying the model of method-oriented supervision for beginning teachers’ mentors
Daria Rovan
orcid.org/0000-0002-6990-4388
; University of Zagreb, Faculty of Teacher education, Zagreb, Croatia
*
* Corresponding author.
Abstract
The induction phase plays a key role in shaping the professional identity of the teacher, so it is important that the beginning teacher has good mentoring support. Method-oriented supervision can be useful for the development of mentoring skills because it enables mentors to build their competencies through the integration of their practical experience and theoretical knowledge. Therefore, the aim of this research was to explore the possibility of applying supervision in the development of competencies of beginning teachers’ mentors and to develop a model of method-oriented supervision. Proposed model was organized around the following topics: roles and responsibilities of mentors and beginning teachers, induction process, working alliance, experiential learning, communication skills and counselling skills. This model was applied with a supervision group consisting of five beginning teachers’ mentors. Based on the activity of supervisees during the process of method-oriented supervision and the reflections of the supervisor, it can be concluded that beginner teachers’ mentors developed educational mentoring approach. They also improved their observational skills and skills needed for establishing a working alliance. It can be concluded that the proposed model of method-oriented supervision has proven to be useful for the development of the competencies of the beginning teachers’ mentors.
Keywords
method-oriented supervision; experiential learning; mentorship; beginning teachers; professional development
Hrčak ID:
316614
URI
Publication date:
31.3.2024.
Visits: 136 *