Izvorni znanstveni članak
https://doi.org/10.15516/cje.v26i3.5436
Comparative Analysis of Slovak and Serbian Teacher Mentors’ Views on Expectations and Challenges in Working with Mentees
Branka Radulović
; University of Novi Sad, Faculty of Sciences, Department of Physics
Alena Haškova
; Constantine the Philosopher University in Nitra, Faculty of Education, Departmentof Technology and Information Technologies
Danimir Mandić
; University of Belgrade, Faculty of Education
Igor Lomnicky
; Constantine the Philosopher University in Nitra, Faculty of Philosophy, Departmentof Ethics and Aesthetics
Sažetak
One of the most significant factors affecting the efficiency of the educational systemis the training of teachers for the teaching profession. This training is conducted bymentors, who are more experienced teachers. However, a characteristic feature ofEuropean countries is that training for mentors does not exist or is present in minimalnumbers. So, the training of the mentees depends on the mentors’ understanding ofthis process, their expectations from the mentees, and perceived challenges in theirwork with the mentees. The aim of the research presented in the paper was to lookat potential differences in teacher mentors’ views on expectations and challenges inworking with mentees in Slovakia and Serbia. The main results showed consistencyand congruence of problems in the field of mentoring in both the examined Europeancountries. The most common and significant problems were related to didactics andwork methodology, preparations and documentation, and class organisation and timearticulation of the class. Serbian mentors highlighted the personal commitment ofmentees as the most important expectation. Therefore, it is necessary to put significant effort into mentees’ preparation for the teaching profession and design curriculums orcourses for mentors to be better prepared to act as competent mentors.
Ključne riječi
mentors’ attitudes to their work with mentees; teacher mentors; teachertraining in Serbia and Slovakia
Hrčak ID:
322419
URI
Datum izdavanja:
25.9.2024.
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