Academic literature on the topic 'Mentorius'
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Journal articles on the topic "Mentorius"
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Bušmaitė, Eglė, and Angelė Kavaliauskienė. "Mentorystės reikšmė pradedančiųjų muzikos mokytojų profesinėje veikloje." Jaunųjų mokslininkų darbai 50, no. 2 (December 7, 2020): 8–15. http://dx.doi.org/10.21277/jmd.v50i2.298.
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Pradedantieji muzikos pedagogai pirmaisiais profesinės veiklos metais susiduria su problemomis, kurias galėtų padėti spręsti labiau patyręs pedagogas – mentorius. Mentorystė yra apibrėžiama kaip bendradarbiavimas, paremtas iš anksto sudarytu planu, kuris patenkina asmenybės augimo poreikius. Tai procesas, kuris yra susijęs su patirtiniu mokymusi, formuojant globojamo asmens požiūrį į pedagoginį darbą, atsakomybę ir pareigas. Mentoriaus veikla yra įvairialypė, tad jam reikalingas platus kompetencijų, žinių, vertybių, asmeninių savybių ir gebėjimų spektras. Jo kompetencijos grindžiamos ne tik profesiniais, pedagoginiais, asmeniniais, bet ir vadybiniais, suaugusiųjų mokymo ir konsultavimo bei administravimo gebėjimais.Kokybinio tyrimo metu norėta išsiaiškinti, su kokiais sunkumais ir problemomis susiduria pradedantieji muzikos mokytojai ir kas galėtų padėti jas spręsti, o kartu ir integruotis į profesinę darbo rinką. Tyrimo tikslui pasiekti buvo panaudota mokslinės ir metodinės literatūros analizė, standartizuotas atvirasis interviu. Tyrimas vyko 2020 m. balandžio mėnesį, jame dalyvavo 8 pradedantieji dirbti muzikos pedagogai.Kokybinis tyrimas atskleidė, kad daugelis pradedančiųjų muzikos pedagogų susiduria su adaptacijos laikotarpiu. Adaptacijos laikotarpiu kylančias įvairias profesines problemas – praktinės patirties trūkumą, nepakankamą drausmę klasėje, nedraugišką kolegų požiūrį, neigiamus emocinius išgyvenimus – iš dalies galėtų padėti spręsti skirtas patyręs pedagogas – mentorius. Pradedančiajam muzikos pedagogui labiausiai reikalinga pagalba yra trijose kryptyse: profesinėje (pedagoginėje ir dalykinėje), ugdytinių pažinimo ir aktyvaus ugdymo įstaigos įsitraukimo. Sėkmingai pradedančiųjų muzikos pedagogų profesinei veiklai didžiausią įtaką turi teigiamos mentoriaus savybės, tokios kaip bendravimas ir bendradarbiavimas, motyvacija, pozityvumas, lojalumas bei atsakingumas.
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Souza, Ana Paula Gestoso de, and Aline Maria de Medeiros Rodrigues Reali. "Práticas de mentoria e imagens projetadas dos processos realizados: um estudo de dois casos (Mentoring practices and projected images of the processes: two case studies)." Revista Eletrônica de Educação 14 (October 9, 2020): 4142119. http://dx.doi.org/10.14244/198271994142.
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e4142119This exploratory research focuses on the work of two beginning mentors - experienced teachers - and highlights their mentoring practices, the projected images of the performed processes and their relationships. We understand those practices as intentional actions directed to their demands - derived from continuous interpretation and decision-making processes - that aims to promote the mentees’ teacher professional learning. We analyzed the mentors' practices over 19 months as the interactions they established with the beginning teachers they mentored. It was observed that each mentor is constructing a mentoring personal style. In this process, they interpret themselves inserted in a certain context and to face the situations they develop a proper response. Their mentoring behaviors and practices reveal how much they rely on their teaching practices as they also demonstrate their decisions, acts, and the recognition of themselves as mentors, making it clear that they are building a framework for mentoring. The construction of a proper way of seeing oneself as a mentor and acting as such reveals patterns of mentoring, the characteristics of social, teaching and cognitive presences and the specificities of each interaction and, in a way, the learning of teachers experienced in this process.ResumoTrata-se de uma pesquisa exploratória que se volta para a atuação de duas mentoras iniciantes – professoras experientes – enfocando as práticas de mentoria, as imagens projetadas dos processos realizados e as relações que podem ser estabelecidas entre esses dois aspectos. Compreende-se que essas práticas são processos de ações intencionais – derivadas de processos contínuos de interpretação e de tomada de decisão – voltadas para a aprendizagem profissional da docência e dirigidas às demandas dos professores iniciantes acompanhados. Foram analisadas as produções das mentoras ao longo de 19 meses e as interações estabelecidas com as professoras iniciantes que acompanharam. Observa-se que cada mentora está construindo um estilo próprio de ser mentora e nesse processo elas vão interpretando a si mesmas inseridas em determinado contexto e desenvolvendo uma resposta própria às situações enfrentadas. Seus comportamentos e práticas de mentoria revelam o quanto se apoiam na própria prática docente e ao mesmo tempo demonstram que tomam decisões, agem e se reconhecem como mentoras. Evidencia-se que elas estão construindo quadros de referência para a mentoria. A construção de um modo próprio de se ver como mentora e de atuar como tal revela padrões de mentoria, as características das presenças social, docente e cognitiva e as especificidades de cada interação e, de certo modo, as aprendizagens das professoras experientes nesse processo.Palavras-chave: Formação de professores, Programa de indução, Professores experientes, Práticas de Mentoria.Keywords: Teacher education, Induction program, Experienced teachers, Mentoring practices.ReferencesBOLÍVAR, Antonio; DOMINGO, Jesus; FERNANDEZ, Manuel. La investigación biográfico-narrativa en educación: enfoque y metodología. Madri, Espanha: Editorial La Muralla S.A., 2001.BRAGA, Fabiana Marini et al. Diálogo intergeracional virtual, conversas interativas em um Programa Híbrido de Mentoria: temas e características da abordagem de professoras experientes-mentoras, artigo não publicado, 2019.GARRISON, Randy; ANDERSON, Terry; ARCHER, Walter. Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance education, Pennsylvania, v.15, n.1, p.7-23, 2001. Disponível em https://www.researchgate.net/publication/245816834_Critical_Thinking_Cognitive_Presence_and_Computer_Conferencing_in_Distance_Education. Acesso em: 10 de fev. de 2010.GLICKMAN, Carl D. The Developmental Approach to Supervision. Educational Leadership. Virginia. v.38, n.2, p178-80, nov. 1980.HONG, Yihua; MATSKO, Kavita Kapadia. Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment. American Educational Research Journal, December 2019, Vol. 56, No. 6, pp. 2368–2407.HUBERMAN, Michaël. O ciclo de vida profissional dos professores. In: NÓVOA, Antonio. (Org.). Vidas de professores. 2. ed. Porto: Porto Editora, p. 31-61, 1995.KENNEDY, Mary. Parsing the Practice of Teaching. Journal of Teacher Education, v. 67, n. 1, p. 6-17, 2016.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente: Cómo se aprende a enseñar? Narcea, S.A. de Ediciones, 176p, 2009.MIZUKAMI, M. da G. N; REALI, A. R. Aprender a Ser Mentora: um estudo sobre reflexões de professoras experientes e seu desenvolvimento profissional. Currículo sem Fronteiras, v. 19, n. 1, p. 113-133, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dezembro de 2019.NÓVOA, Antonio. Entre a formação e a profissão: ensaio sobre o modo como nos tornamos professores. Currículo sem Fronteiras, v. 19, n. 1, p. 198-208, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dez. de 2019.REALI, Aline Maria de Medeiros Rodrigues; TANCREDI, Regina Maria Simões Pucinelli; MIZUKAMI, Maria da Graça Nicoletti. Programa de mentoria on-line: espaço para o desenvolvimento profissional de professoras iniciantes e experientes. Educação e Pesquisa. São Paulo. 34 (1), pp. 77-95. jan./abr., 2008. Disponível em: http://www.scielo.br/scielo.php?pid=S1517-97022008000100006&script=sci_abstract&tlng=pt Acesso em 5 de mai. de 2015.SNOECKX, Mireille. Formadores de Professores, uma identidade ainda balbuciante. In ALTET, Marguerite et. al. A profissionalização dos formadores de professores. Porto Alegre: Artmed. 2003.
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Bailey, Sarah Frances, Elora C. Voyles, Lisa Finkelstein, and Kristina Matarazzo. "Who is your ideal mentor? An exploratory study of mentor prototypes." Career Development International 21, no. 2 (May 9, 2016): 160–75. http://dx.doi.org/10.1108/cdi-08-2014-0116.
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Purpose – One of the main aspects of a mentoring relationship involves the expectations that mentees have of an ideal mentor. However, the traits that mentees envision in an ideal mentor are unclear. The purpose of this paper is to present series of studies examined mentees’ ideas about their ideal mentor’s physical characteristics and mentoring functions. The authors also examined gender and racial (white/nonwhite) differences in ideal mentor preferences. Design/methodology/approach – The two studies examined what mentees envision when they picture their ideal mentor, and whether the ideal mentor prototypes varied by participants’ ethnicity and gender. Study 2 further examined mentees’ ideal mentor characteristics in a forced choice ranking scale and the ideal mentor scale (Rose, 2003). Findings – When asked to describe their ideal mentor’s appearance, participants provided detailed descriptions of the ideal mentor’s features. They also emphasized mentoring characteristics and behaviors, such as guidance. Participants’ preferences for their ideal mentor’s gender and race varied by the question format (open-ended description vs scale).When asked to envision their ideal mentor (Study 2), participants emphasized guidance, interpersonal warmth, and ethical integrity. Other mentoring characteristics and behaviors emerged in the content coding framework. Prototypes of the ideal mentors varied based on ethnicity and gender, but also on how the question was presented. Originality/value – These findings suggest that the ideal mentor prototype involves guidance, understanding, and role modeling ethical values. Like other organizational roles (i.e. leaders), awareness of these traits informs how employees view mentors and what they expect from mentoring relationships. Facilitators of mentoring programs can consider the ideal mentor prototype during the matching process and the initial stages of the mentoring relationship.
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Gardiner, Wendy, and Nina Weisling. "Challenges and complexities of developing mentors’ practice: insights from new mentors." International Journal of Mentoring and Coaching in Education 7, no. 4 (December 3, 2018): 329–42. http://dx.doi.org/10.1108/ijmce-12-2017-0078.
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Purpose Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. The paper aims to discuss these issues. Design/methodology/approach This qualitative study investigated how nine first-year mentors developed, conceptualized and enacted their mentoring practice by asking, what supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45–60-minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings Mentors struggled to navigate multiple complex relationships with administrators, teachers and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development (PD), all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/value Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges and by providing recommendations for situated, responsive, and ongoing PD.
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Weiler, Lindsey M., Ashley A. Chesmore, Julia Pryce, Shelley A. Haddock, and Tara Rhodes. "Mentor Response to Youth Academic Support–Seeking Behavior." Youth & Society 51, no. 4 (March 26, 2017): 548–69. http://dx.doi.org/10.1177/0044118x17697235.
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Mentoring-based interventions for adolescent offenders are promising strategies for reducing the likelihood of academic underachievement, truancy, and school dropout. Program effectiveness, however, varies widely. Investigation into factors that strengthen the impact of mentoring on academic-related outcomes is warranted. One factor might be academic attunement, or the degree to which a mentor’s emphasis on academics is consistent with youth’s academic support–seeking behavior and desire for academic help. This within-group study examined the relationship between mentor attunement and academic outcomes among youth ( N = 204; ages 11-18; 54.5% male) who participated in a time-limited mentoring program. Latent profile analysis identified three distinct groups: attuned mentors, overfocused mentors, and underfocused mentors. In general, youth with attuned mentors reported better postintervention scores as compared with youth with misattuned (i.e., overfocused or underfocused) mentors on perception of school usefulness and importance, academic self-efficacy, and truancy, but not grade point average. Findings suggest the importance of monitoring academic attunement.
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Perevalova, O. S., S. A. Barkalov, N. Yu Kalinina, and D. N. Batrakova. "A MODEL FOR THE ENHANCEMENT OF EFFECTIVENESS OF ON-THE-JOB TRAINING PROCESS." Bulletin of the South Ural State University. Ser. Computer Technologies, Automatic Control & Radioelectronics 21, no. 3 (August 2021): 100–112. http://dx.doi.org/10.14529/ctcr210310.
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The article considers some aspects of the mentoring process management, namely incentives for mentors. To that end, we consider in detail a model for staff training evaluation, which takes place in the form of mentoring, one of the most popular forms of on-the-job training. The aim of the present study is to develop an effective incentive model for mentors, which aims to improve the effectiveness of their performance management, as this model involves not only the establishment of an effective system of allowances and additional payments to mentors, but also an evaluation system of duties performed by staff. Materials and methods. It is planned to assess the training in the following areas: corporate competencies; professional competencies and implementation of an established plan. For this purpose it is proposed to use the “360 degrees” method, direct inspection and other methods of collecting information depending on the measured indicators. Following the evaluation process it is expected to obtain a comprehensive mentoring assessment, which can be used to adjust the mentoring procedure, a comprehensive assessment of a student, which demon-strates learning outcomes as well as a comprehensive assessment of a mentor, which could be used to create an incentive model for mentors. In order to develop an effective mentoring system it is proposed to make the size of mentoring allowance dynamic, i.e. directly dependent on the results of mentoring – comprehensive assessment of a mentor. It is proposed to build a comprehensive as-sessment of mentoring procedure by means of additive convolution of criteria. Results. Therefore, the essence of mentor bonus dynamism strategy includes the following aspects. First, the mentor will receive a fixed compensatory bonus for the entire mentoring period. Second, the mentor will receive an incentive bonus. It is proposed to determine the amount of the bonus as a percentage of the mentor's salary calculated as a multifaceted evaluation of the mentoring process that will directly depend on the mentor's contribution to the mentoring process. Conclusion. It is expected that the implementation of the proposed model in the practice of mentoring procedure management will in-crease its effectiveness and reduce the formality, which we see in practice today.
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Jenkinson, Kate Adele, and Amanda Clare Benson. "The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors Perceptions of Effective Mentoring." Journal of the Scholarship of Teaching and Learning 17, no. 2 (May 11, 2017): 35–44. http://dx.doi.org/10.14434/josotl.v17i2.20769.
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In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight & Dekkers, 2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring Program (AMP): a four-way collaborative learning community. Mentoring occurs between final year physical education students (mentors), reciprocally between mentors and their year two mentees, and in collaboration with lecturers. Prior to the commencement of the AMP, to understand the pre-service mentors’ perception of effective mentoring, they were asked to annotate an A3 poster with the characteristics they perceived were required to be the ‘perfect’ mentor and complete the AMP successfully. We present data of their perceptions. De-identified data were transcribed verbatim, coded and analysed using NVivo (Version10) software to explore themes of the mentor’s perceptions of effective mentoring within the context of Le Cornu’s (2005) critical mentoring framework including interpersonal skills, a mentoring attitude and critical reflection. The AMP mentors identified characteristics in all three categories; organisation was also identified as an essential mentoring characteristic. Students’ perceived a diverse set of mentoring skills were required. Given that many key skills developed through mentoring are important for pre-service teachers when they graduate, the challenge is how to provide relevant, authentic and context specific experiences for students that enable them to become collaborative reflective practitioners who can provide quality learning and assessment opportunities for their own diverse students within the constraints of a university environment.
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Eliahoo, Rebecca. "An analysis of beginning mentors’ critical incidents in English post-compulsory education." International Journal of Mentoring and Coaching in Education 5, no. 4 (December 5, 2016): 304–17. http://dx.doi.org/10.1108/ijmce-08-2016-0060.
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Purpose This qualitative study explores the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It analyses critical incidents (Tripp, 2012) taken from the everyday practice of mentors who were supporting new teachers and lecturers in the Southeast of England. It categorises different types of critical incidents that mentors encountered and describes the strategies and rationales mentors used to support mentees and (indirectly) their learners and colleagues. The purpose of this paper is to explore ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. Design/methodology/approach As part of a specialist master’s-level professional development module, 21 mentors wrote about two critical incidents (Tripp, 2012) taken from their own professional experiences, which aimed to demonstrate their support for their mentee’s range of complex needs. These critical incidents were written up as short case studies, which justified the rationale for their interventions and demonstrated the mentors’ own professional development in mentoring. Critical incidents were used as units of analysis and categorised thematically by topic, sector and mentoring strategies used. Findings The research demonstrated the complex nature of decision making and the potential for professional learning within a mentoring dyad. The study of these critical incidents found that mentors most frequently cited the controversial nature of teaching observations, the mentor’s role in mediating professional relationships, the importance of inculcating professional dispositions in education and the need to support new teachers so that they can use effective behaviour management strategies. Originality/value This study contributes to the understanding of the central importance of mentoring for professional growth within teacher education. It identifies common dilemmas that novice mentors face in post-compulsory education, justifies the rationale for their interventions and mentoring strategies and helps to identify ways in which mentors’ professional development needs can be met. It demonstrates that mentoring is complex, non-linear and mediated by mentors’ motivation and values.
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Guk, О., and J. Udovenko. "ENSURING THE ORGANIZATION OF THE MENTORING PROCESS FOR ORPHANS IN UKRAINE." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 6 (2020): 27–31. http://dx.doi.org/10.17721/2616-7786.2020/6-1/6.
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The article describes the concept of "mentoring", "mentor", the purpose and objectives of "mentoring" in accordance with current legislation of Ukraine. The importance of mentoring for socialization and preparation for independent orphans' and children living who are deprived from parental care and live in boarding schools is outlined. This activity is new for Ukraine, so it needs justification. Based on the results of theoretical analysis and practical study of the mentoring needs of children who live in the institution, we described the organization of the mentoring process, which includes training orphans and children deprived of parental care to participate in the mentoring program and work with citizens who have identified desire to become mentors. Research methods: methods of theoretical analysis, generalization and modeling; analysis of documents (assessment of the child's needs, mentor's individual work plan). The study to ensure the organization of the mentoring process in accordance with the direction of training orphans and children deprived of parental care, provides for such stages of socio-psychological work as acquaintance with staff, establishing contact with children, assessing the needs of children and their social environment, planning socio-psychological work. And in accordance with the direction of work with citizens who have expressed a desire to become mentors, such stages as conducting an information campaign to involve the community in mentoring, first contact with citizens by phone, information meeting with citizens who have expressed a desire to become mentors, the first psychological consultation, visit to the family of specialists of the program, training "Preparation of mentors for orphans and children deprived of parental care", repeated psychological consultation, conclusion of socio-psychological readiness of citizens to be mentors, mutual selection of children and candidates for mentors, social and psychological support and mentor. Ensuring the organization of the mentoring process for orphans and children who are deprived from parental care will serve to increase the individual's ability to navigate flexibility in social conditions and effectively interact with the social environment, promote socialization and social integration.
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Lee, Hsun-Ming, and Mayur R. Mehta. "E-Mentoring Through a Network of Practice on Facebook." International Journal of Knowledge-Based Organizations 5, no. 1 (January 2015): 34–45. http://dx.doi.org/10.4018/ijkbo.2015010103.
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Facebook is the most popular social networking site, with more than 500 million active members. With its ability to easily manage multi-user social networks synchronously, it provides a fertile foundation to promote e-mentoring among the current generation of technology- and Facebook-astute students. This study reviews Network of Practice (NoP) theories to provide insights to a mentoring structure that facilitates the sharing and exchange of profession-related knowledge. A Facebook application was developed to conduct an experiment that examined factors that affect the performance of the mentoring program based on a NoP. A class of college students, which used the application to connect to recent graduates and industry experts, allowed us to observe and analyze live mentoring activities. The authors' findings indicated that the mentor's gender appeared to impact the relationship that developed between mentors and protégés via Facebook, and that the students were indifferent about the years of experiences of their mentors.
Dissertations / Theses on the topic "Mentorius"
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Staniulevičienė, Dalia. "Socialinio darbo mentoriaus veiklos sritys ir kompetencijos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080904_133618-84562.
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Socialinio darbo mentorius vadovauja besimokančiojo praktikai ir dalyvauja tobulinant praktines studijas. Mentorius yra asmuo, perteikiantis savo žinias, įžvalgas, išmintį, patirtį, naudingą besimokančiojo profesiniam ir asmeniniam tobulėjimui. Mentoriaus pagalba svarbi integruojant teorines socialinio darbo žinias praktinėje veikloje. Ši sudėtinga veikla reikalauja tam tikrų kompetencijų, tačiau iki šiol nei socialinio darbo mentoriaus veikla, nei jai būtinos kompetencijos nėra pilnai aprašyta.
Darbo problema: nesunorminta socialinio darbo mentoriaus veikla. Todėl sudėtinga įvertinti jos kokybę, o tuo pačiu ir jos poveikį socialinio darbo studijų programos įgyvendinimui ir tobulinimui.
Šio darbo tikslas - nustatyti socialinio darbo mentoriaus veiklos sritis ir kompetencijas. Siekiant tikslo buvo atlikta mokslinės literatūros analizė, dokumentų analizė bei kokybinis fenomenologinis tyrimas.
Darbe teoriškai apibrėžta mentorystės samprata, aprašyti mentoriaus vaidmenys, funkcijos, kompetencijos. Taip pat apžvelgti praktikos organizavimo socialinio darbo studijose principai, išryškinant socialinio darbo mentoriaus veiklą. Atlikus tyrimą, nustatytos mentoriaus veiklos sritys ir kompetencijos socialinio darbo praktikoje.
Tyrime dalyvavo keturi socialinio darbo praktikos vadovai, baigę socialinio darbo magistrantūros studijų programą, dirbantys socialinį darbą skirtingose organizacijose, bei tyrimo metu vadovaujantys praktikai ir vienas VDU Socialinio darbo katedros lektorius... [toliau žr. visą tekstą]A social - work mentor supervises the practical work carried out by a student and participates in improving practical studies. The mentor is a person who passes on his/her knowledge, skills, wisdom, and experience which are useful for the professional and personal improvement of the student. The mentor’s assistance is important in integrating theoretical knowledge of social work into the sphere of practical work. This complex aid requires certain competences; however, up until now the work carried out by the social-work mentor nor the competences needed have not been fully recorded. The problem studied in this paper is that no real discussion of the work of social-work mentors or their necessary competences has been produced. Therefore it is complicated to evaluate and compare the activities carried out by social-work mentors. The goal of this study is to define the sphere of work and competences of the social-work mentor. To achieve this goal, an analysis of scholarly literature, as well as of documents and qualitative material has been carried out. In a theoretical sense this study describes the concept of mentoring, as well as the role of mentors, their functions and competences. Furthermore, it also analyses the principles by which practical work is organized in social-work studies, emphasizing the mentor’s input. Once the research was carried out, the spheres of activity and competences of mentors in social work were established. Four supervisors of practice for... [to full text]
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Bartusevičiūtė, Raminta. "Ikimokyklinio ugdymo pedagogo profesinio identiteto formavimasis mentoriaus veikloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120731_132219-63734.
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Demokratinės visuomenėmis sąlygomis keliant mokytojų kompetenciją vis didesnė reikšmė teikiama pedagogo vidiniam profesiniam apsisprendimui – identitetui. Magistro darbe “Ikimokyklinio ugdymo pedagogo profesinio identiteto formavimasis mentoriaus veikloje“ siekiama atsakyti į vieną pagrindinį klausimą – kaip ugdant profesinį tapatumą galima efektyviai rengti mokytoją profesinei veiklai ir profesinei karjerai. Profesinė karjera daug kuo priklauso nuo to, kaip mokytojas įsivaizduoja, savo mintyse suvokia profesinę veiklą, jos vykdymo ypatumus. Darbe pradedančiojo pedagogo formavimasis siejamas su bendradarbių, mentorių bendravimu (sociologinis aspektas) ir to bendravimo rezultatais (kognityvinis aspektas). Atskleista, kaip mokytojas per sąveiką su mentoriumi, kaupdamas patirtį, atranda save, ,,įauga“ į profesiją, plėtoja savo sugebėjimus.
Ikimokyklinio pedagogogo identiteto analizė grindžiama vadovaujantis teorijos ir praktikos integravimo principu. Teoriniu lygmeniu atskleista profesinio identiteto samprata, jo skirtingos interpretacijos, mentoriaus vaidmuo. Atsižvelgiant į teorinėje dalyje apžvelgtus šaltinius, empirinėje darbo dalyje nustatyta pedagogo profesinio identiteto formavimosi pedagoginės sąlygos ir veiksniai. Remiantis gautais rezultatais numatyti pedagogo profesinio identiteto formavimosi perspektyva ir galimybės.
Tyrimo metodai: įvairių šaltinių kritinė ir sisteminė analizė, kiekybinis tyrimas (anketinė apklausa). Kokybinis tyrimas: ikimokyklinių įstaigų... [toliau žr. visą tekstą]Democratic societies raising the conditions of teacher's competence is a growing importance to the inner teacher professional decision - identity. Masters at work "Pre-school teacher's professional identity formation of mentoring” aims to answer one key question - how developing professional identity can be an effective teacher professional development activities and career development. Professional career in many ways depends on how the teacher imagines in his mind perceives the profession, its performance characteristics. The work of a beginner teacher formation is associated with co-workers, mentors interaction (sociological dimension) and the communication performance (cognitive aspect). Disclosed, as a teacher during the interaction with the mentor, accumulating experience, discovering myself, 'grows' in the profession, develop your skills. Pre - school teacher's professional identity analysis is based on the theory and practice in accordance with the principle of integration. At a theoretical level the concept of professional identity revealed, the different interpretations of the role of the mentor. Given the theoretical part of the sources reviewed here, the empirical part of the teacher's professional identity formation conditions and educational factors. Based on the results for teacher professional identity formation perspective and opportunities. Methods: Various sources of systematic and critical analysis of a quantitative survey (questionnaire). Qualitative... [to full text]
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Masiulienė, Jūratė. "Pradinio ugdymo mokytojo – globėjo (mentoriaus) kompetencijos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060627_232117-20329.
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Teachers need to re-create their role to suit new situations and relationship in Lithuania; teacher educators – create approaches and methods allowing teachers make a transition. Teacher competencies in this context come into the centre of reform.
After renovation of the primary education concept, primary education program, primary school teacher’s education standards, certification provisions according to European Community agreements on the free professional movement, qualification recognition the need to research ant to help primary school teachers to acquire and develop the professional competence has emerged.
Survey shows that young and inexperienced people while joining the organization of pedagogical process usually suffer stress and face variety of problems. Consequently students- practicians and teachers who are working for the first year are in need of a mentor i.e. experienced patron, able to take the role of the patron, helper, counselor, assessor and a friend.
However we are in need of profound research to be able to analyze the competence of the teacher-mentor or patron. The mentors or primary education teachers’ problem is ones expression of competence functionality and assessing. In Lithuania this problem is not enough examined neither in theoretical neither in practical aspects. The mentors competence and qualities are not assigned. In Lithuania up to this day mentor was reputed as the guide for practical studies, or patron of the student practician.
The... [to full text]
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Mockutė, Justina. "Turizmo vadybos profesinės praktikos mentoriaus vertinimas." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140620_102438-42468.
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Tyrimo objektas – mentoriaus vertinimas. Tikslas - ištirti mentoriaus kaip praktikos vadovo vertinimą turizmo organizacijoje. Uždaviniai: 1. Atskleisti profesinės praktikos teorinius aspektus. 2. Išanalizuoti mentoriaus kaip profesinės praktikos vadovo teorines sampratas. 3. Atlikti „Turizmo ir sporto vadybos“ programos turizmo vadybos profesinės praktikos mentoriaus vertinimą. Darbo metodai: mokslinės literatūros analizė, apklausa anketiniu būdu, aprašomoji statistika. Profesinė praktika yra neatsiejama studijų proceso dalis. Jos metu pagrindinį vaidmenį atlieka praktikos vadovas (mentorius) ir studentas. Mentorius kaip profesinės praktikos vadovas, moko studentą, jį konsultuoja bei padeda spręsti problemas. Jis reikalingas kaip modelis, iš kurio studentas gali semtis praktinės patirties ir tapti puikus tos srities specialistas. Tyrimas parodė, kad studijų programos „Turizmo ir sporto vadyba“ turizmo srities mentoriaus vertinimas yra teigiamas. Tai yra toks žmogus, kuris turi ne mažesnę nei 3 metų darbo patirtį, bendrauja su studentu, juo pasitikėdamas, turi tokias asmenines savybes kaip komunikabilumas, nuoširdumas, humoro ir atsakingumo jausmas ir kt. Tyrime buvo atskleista, kad turizmo srities mentoriai labiausiai vaidina konsultanto vaidmenį, t.y. padeda spręsti iškilusias problemas. Svarbiausias mentoriams aspektas – sutarimas. Kitaip tariant, bendravimo su studentais palaikymas ir formvimas, kuris paremtas abipusia pagarba ir pasitikėjimu.Object of the research: the evaluation of mentor The purpose: to analyse the mentor‘s role as a practice manager of tourism organization. The aims: 1. To reveal theoretical aspects of the professional practice. 2. To analyze mentor‘s theoretical concepts as a supervisor of professional practice. 3. To carry out the study program „Tourism and sport management“ in the field of tourism, the evaluation of profesional practice mentor. The methods: analysis of the scientific literature, survey used questionnaires, descriptive statistics. Professional practice is an integral part of the process of study. During this time the supervisor (mentor) and the student perform the main role. The mentor as a professional practice supervisor teaches the student, gives an advice and helps to solve problems. He is needed as a model from which the student can get a practical experience and become a great specialist in a specific field. The research showed that the study program „tourism and sport management“ in the field of turism evaluation of the mentor is positive. This is a person, who has not less than 3 years work experience, interacts with students by trusting them. Also, he has personally qualities as sociability, sincerity, a sense of responsibility and humor and etc. The research revealed that mentors in the field of tourism play the role of consultant, they help to solve problems. The most important aspect for mentors - agreement. In other words, the support and formation of... [to full text]
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Žukauskaitė, Irena. "Factors of the new employees’ organizational socialization: the role of the mentor." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20091008_155520-71347.
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The aim of the study was to analyze mentor‘s role in new employee socialization. 373 newcomers and 56 mentors took part in the study. Newcomers filled the questionnaires evaluating their socialization (amount of different information, job related state anxiety, feeling of insider, perceived professional competency, evaluation of job and organization), characteristics of new employee (age, highest educational level attained, work experience, current position) and nearest surroundings (leadership style, leader-member exchange (LMX) quality, work group climate, group size and presence of mentorship programs). Mentors had to fill the questionnaires measuring organizational commitment, job satisfaction, work motivation, mentoring experience and professional, social and andragogical competencies.
The results show that LMX, work group climate, group size and mentorship programs are the factors allowing to differentiate newcomers by the level of their socialization (high or low). The organizational socialization of employees who had and who had no mentors is very similar. Yet if employees had no mentors, the responsibility and workload sharing the information felt on their direct executives. High quality LMX, directive leadership style and friendly work group climate accelerate new employee socialization and these factors are significally more important when new employees have no mentors. Professional and social competencies of mentors and their organizational commitment are the... [to full text]Disertacijos tikslas – išanalizuoti mentoriaus vaidmenį naujų darbuotojų socializacijos procese. Tyrime dalyvavo 373 nauji darbuotojai ir 56 mentoriai. Apklausiant naujus darbuotojus buvo vertinami jų socializacijos rodikliai (turima informacija, patiriamas nerimas darbe, jautimasis tikruoju organizacijos nariu, suvokta profesinė kompetencija, darbo ir organizacijos vertinimas), jų asmeninės (amžius, išsilavinimas, darbo patirtis, darbo pobūdis) bei artimiausios darbo aplinkos (vadovavimo stilius, vadovo ir pavaldinio santykių kokybė, grupės klimatas ir grupės dydis, ar buvo paskirtas mentorius) charakteristikos. Apklausiant mentorius buvo vertinamas jų įsipareigojimas organizacijai, pasitenkinimas darbu ir darbo motyvacija, mentorystės patirtis bei profesinė, socialinė ir andragoginė kompetencijos. Rezultatai rodo, kad geresnę ir blogesnę naujų darbuotojų socializaciją organizacijoje geriausiai diferencijuoja vadovo ir pavaldinio santykių kokybė, darbo grupės klimatas ir dydis bei mentoriaus skyrimas naujam darbuotojui. Mentorius turėjusių ir neturėjusių naujų darbuotojų socializacija yra panaši, tačiau jų neturėjusių darbuotojų imtyje didesnis darbo krūvis ir atsakomybė, teikiant informaciją tenka vadovui. Be to, mentorių neturėjusių naujų darbuotojų imtyje socializacijos rodiklių ir vadovo ir pavaldinio santykių kokybės, direktyvaus vadovavimo stiliaus, darbo grupės klimato koreliacijos statistiškai didesnės nei mentorius turėjusių imtyje. Su naujų darbuotojų socializacija... [toliau žr. visą tekstą]
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Puskunigienė, Jolita. "Jaunųjų pedagogų adaptavimo sistema mokykloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120608_113100-94948.
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Įgijęs profesiją kiekvienas nerimauja kaip seksis pirmosiomis darbo dienomis, o ypač tie, kurių darbas susijęs bendravimu su žmonėmis. Pedagogui pirmos darbo dienos mokykloje ypač svarbios, nes tuomet formuojama nuomonė apie jį kaip apie vienos ar kitos srities specialistą ir kaip asmenybę. Siekiant, kad naujas darbuotojas pasiektų reikiamų darbo rezultatų ir gerai jaustųsi, būtina tinkamai padėti jam įsitvirtinti tiek profesinėje, tiek socialinėje aplinkoje.
Tyrimo objektas - jaunųjų pedagogų adaptavimo sistema mokykloje.
Tyrimo tikslas - jaunųjų pedagogų adaptacijos galimybės mokykloje.
Tyrimo uždaviniai:
• Apibūdinti adaptacijos sampratą.
• Aprašyti darbuotojų adaptavimą mokykloje.
• Išryškinti socialinės ir profesinės adaptacijos pirmoje darbo vietoje ypatumus.
• Atskleisti jaunųjų pedagogų adaptavimo sistemą mokykloje.
Tyrimo klausimai. Su kokiomis problemomis adaptuodamasis susiduria jaunasis pedagogas? Kaip būtų galima tobulinti jaunųjų pedagogų adaptavimą mokykloje?
Empirinio tyrimo metodologija - kokybinė, tipas - aprašomasis. Metodai - apklausa, turinio analizė. Tyrimo dalyviai - jaunieji pedagogai, kurių pedagoginio darbo stažas ne didesnis nei 3 metai, mokyklos pavaduotojai ugdymui ir mokyklų vadovai. Tyrimo instrumentai sudaryti iš atvirų klausimų.
Mokykloje gali vykti formalus arba neformalus adaptavimas. Jei vykdomas formalus adaptavimas, mokyklos vadovas įpareigoja administracijos darbuotojus jaunajam pedagogui skirti mentorių arba kuruojantį mokytoją... [toliau žr. visą tekstą]After acquiring profession everyone worries about their success during their first days at work. It is especially worrisome for those whose work involves interaction with people. For a teacher first working days at school are extremely important, since during that period opinions about him as a specialist and as a personality are being formed. In order for the new employee to reach required results and feel well, it is essential to properly help him to adapt in professional and social environments. Research object – young teacher's adaptation system in school Research objective – the possibility of adaptation of young teachers in school. Research tasks: • To describe adaptation conception • To define employee adaptation in school • To reveal the peculiarities of social and professional adaptation at first workplace • To reveal young teacher's adaptation system in school Research questions – What kind of problems are the young pedagogues facing? How would it be possible to improve the adaptation of young specialists in schools? Research methodology – qualitative, type – descriptive. Methods – inquiry, content analysis. Research participants – young pedagogues, whose teaching experience is not greater that 3 years, assistant teachers and schoolmasters. Research instruments are made up of open questions. There can be formal and informal adaptation processes at school. If formal adaptation is conducted, the school head requires the administrative staff to assign the young... [to full text]
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Ladišienė, Marija. "Pradedančio dirbti pedagogo ir studento praktikanto konsultavimo ypatumai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060622_185340-82263.
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The final work of master degree analyzes consultancy competence and work strategy of a mentor. Most often, the mentor’s work is confined to evaluation and control, and one of the main functions of his/her work – the function of consultancy – is not performed well enough. Regarding the need of junior pedagogues’ and trainee students’ to be consulted and aiming that both junior pedagogues and trainee students gain relevant elements of pedagogical work in educational institutions, it is very important to analyze the peculiarities of consultancy content and process of a mentor. The following defensive propositions have been raised: The consultancy process of a mentor corresponds with the process requirements, however, there are many problems connected with planning a suitable environment for consulting, making a contact with a nursling, modeling the content of consulting and feedback and evaluation of a mentor’s consultancy. The research data showed the lack of mentors’ experience in consulting and thus proved the defensive propositions.
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Bružienė, Alma. "Ikimokyklinės įstaigos vadovo mentorystės veikla." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060627_233530-28604.
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The importance of the topic. The main thing in teacher‘s preparation reform is a competence of learning how to learn. While doing his work in pre-school institution mentor expands practical competence‘s regulation, which stimulate to help young teachers.
In different education press there is not enough information about pre-school institution leader‘s mentoring as activity. There was researched a problem, if leader‘s activity has any details of mentoring and how does leader help young teacher while using his mentoring activity. There is no clear opinion of pre-school institutions leaders and teachers about mentoring as a form of help to young teacher and mentoring perfect opportunities in pre-school institution.
Hypothesis: because of that, that there is no caring system young teacher in pre-school institution, the leaders of institutions make a part of mentor’s functions and because of that gets necessary competences.
The object of research: pre-school institution leader’s activity.
The aim of research: to research pre-school institution leader’s mentoring activity details.
Tasks: to estimate leader’s as mentor’s activities ways: the style and roles of learning; to research what social, personal and competence’s facilities are essential; to treat leader’s and teacher’s opinion about mentoring, to provide leader’s mentoring opportunities.
The methods of tje research:
Theoretical: the analysis and conclusions of scientific literature.
Empirical: the questionnaire for... [to full text]
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Mountain, N. F. "Youth mentoring : mentors' and caseworkers' perspectives of enduring mentoring relationships." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1432130/.
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This thesis focuses on youth mentoring, a popular form of intervention for disadvantaged young people. It is presented in three parts. The literature review examines the effectiveness of youth mentoring programmes for young people engaging in, or at risk for, antisocial behaviour. Fourteen studies met the criteria for the review. Methodological quality was assessed using The Quality Assessment Tool for Quantitative Studies by the Effective Public Health Practice Project. Overall, the studies provide limited but promising evidence for mentoring for antisocial youth, and the quality of evidence was good. Further research is needed to clarify the benefits of mentoring for this high-risk group. The empirical paper reports on a qualitative study (part of a larger evaluation with Evans, 2011 and Prytys Kleszcz, 2012) exploring mentors' approaches in enduring mentoring relationships with disadvantaged children in middle childhood and early adolescence. It focuses on how mentors think about, engage with and respond to their mentees. Semi-structured interviews were conducted with 10 pairs of mentors and their caseworkers; transcripts were analysed thematically. Participants' accounts indicated that the mentoring relationships followed distinctive, uneven trajectories, and mentors faced considerable challenges and dilemmas in responding to their mentees' needs. The study points to the high level of mentor skill and resilience required to sustain a close mentoring relationship, and the important role of supervision in facilitating this process. The critical appraisal reflects on the process of planning and executing the research presented in the empirical paper. It also explores conceptual issues raised by the research related to recruitment, training and support procedures in youth mentoring.
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Vasilevskienė, Jolanta. "Pradinio ugdymo mokytojų (jaunųjų specialistų) pirmųjų darbo metų problemos ir paramos poreikiai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060627_114758-91449.
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Majority of the psychologists note that it is natural of a man to evolve gradually. In the beginning of the career, a teacher survives some stages of pedagogical development progress (Frances Fuler, 1969; Feiman – Nemsener, 1983; Leitwood, 1992; Arends, 1998; Šernas, 1998 etc.), but first and most of all (s)he experiences diffidence and self-concern. Only later (s)he starts to care about the teaching situation and the learners.
After surveying a range of studies considering first-year teaching problems, a conclusion can be made that there are still very few programs helping beginner teachers’ work. As one of the ways which could help a young teacher solve raising problems, mentorship is being studied as method to establish and maintain partnership with young and little- or non-experienced colleagues. Good partnership should be grounded on common interests, mutual help and knowledge. The present article the deals with mentorship as way to help a beginner teacher’s adaptation and his formation as an educator, in which mentor means a person specially appointed to admonish a young teacher.
Since Lithuania joined the international APartMent mentor preparation project in 2001, mentor has been defined as a qualified specialist able to conduct future teachers’ school practice. The present article states the opinion that it would be logical if the same mentor or a specially appointed person could admonish a beginner primary teacher as well, because a... [to full text]
Books on the topic "Mentorius"
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Mari, Magler, and Registry of Interpreters for the Deaf, Inc., eds. The mentor's companion: A practical guide to mentoring. Alexandria, VA: RID Press, 2007.
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Mentoring in action: A month-by-month mentoring curriculum for mentors and their new teachers. Boston: Pearson/A & B, 2006.
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Forster, Fred. Mentoring: A handbook for mentors in the teaching awards scheme. Edinburgh: Centre for Teaching, Learning and Assessment, University of Edinburgh, 1994.
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Sue, Wallace, ed. Dial M for mentor: Reflections on mentoring in film, television, and literature. Charlotte, NC: Information Age Pub., 2011.
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W, Forgan James, ed. Mentoring new special education teachers: A guide for mentors and program developers. Thousand Oaks, Calif: Corwin Press, 2005.
Find full textBook chapters on the topic "Mentorius"
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Landefeld, Thomas. "Mentors and Mentoring." In Mentoring and Diversity, 11–17. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0778-3_2.
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Teman, Nicholas R., and Rebecca M. Minter. "Mentors and Mentoring." In Success in Academic Surgery, 75–80. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4691-9_9.
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Teman, Nicholas R., Sarah Jung, and Rebecca M. Minter. "Mentors and Mentoring." In Success in Academic Surgery, 107–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19179-5_11.
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Grant, C. S. "Mentors, Mentors Everywhere: Weaving Informal and Formal Mentoring into a Robust Chemical Sciences Mentoring Quilt." In Growing Diverse STEM Communities: Methodology, Impact, and Evidence, 229–54. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1328.ch015.
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Dalla Rosa, Anna, Michelangelo Vianello, and Barbara Barbieri. "The Role of Mentors on the Development of Calling in Students: a 3-Year Investigation." In Employability & Competences, 5–18. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.06.
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In a three-wave longitudinal study, we investigated the role of mentoring on calling development. The results suggest that the mere presence of a mentor is associated with higher levels of calling and the development of a calling is fostered by the mentors’ calling orientation, yet it is restrained by mentors’ job and career orientation
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Johnson, W. Brad, and Carol A. Mullen. "Seek Mentors, Mentoring Networks, and Writing Coaches." In Write to the Top!, 133–44. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230604780_8.
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Salim, Sarwat. "Effective Mentoring: A Guide for Mentors and Mentees." In Women in Ophthalmology, 351–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59335-3_43.
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Greenberg, A. E. "Entering Mentoring: A Mentor Training Seminar for REU Mentors." In ACS Symposium Series, 121–37. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1295.ch009.
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Garvey, Robert, and Gunnela Westlander. "Training Mentors - Behaviors Which Bring Positive Outcomes in Mentoring." In The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, 243–65. Oxford, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118326459.ch13.
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Brown, J. Frank. "Mentoring." In The Global Business Leader, 41–45. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230579453_5.
Full textConference papers on the topic "Mentorius"
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Tonello Martins, Gisely Jussyla. "INOVAÇÃO NA EDUCAÇÃO SUPERIOR." In Congresso Internacional de Conhecimento e Inovação (ciKi). Congresso Internacional de Conhecimento e Inovação (ciKi), 2020. http://dx.doi.org/10.48090/ciki.v1i1.875.
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A mentoria tem sido considerada uma prática reconhecida pelos resultados positivos alcançados, tanto no ambiente profissional, especialmente em contextos de inovação, quanto no acadêmico. Na educação superior, estudos têm revelado que a prática da mentoria contribui para o desenvolvimento de competências dos alunos, de natureza técnica e socioemocional. Neste sentido, este caso traz o relato da experiência prática de implementação de um programa de mentorias por uma instituição de ensino superior do sul do Brasil, por meio da adoção de mentorias para startups, realizadas pessoalmente e em grupos, por um professor mentor e por alunos mentores, com foco no desenvolvimento do modelo de papel profissional e da carreira, a partir da orientação para metas de aprendizagem. Para tanto, foi realizada uma pesquisa exploratória, descritiva, bibliográfica e documental. A coleta de dados ocorreu por observação participante e por meio de um questionário online na ferramenta Google Forms. Como principais resultados foram constatados o incremento da relação teoria e prática, além do desenvolvimento das competências dos alunos, bem como contribuição para a atuação profissional e estudantil.
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Zvaigzne, Anda, Sandra Murinska, Inta Kotane, and Iveta Mietule. "Principles of effective mentoring communication in entrepreneurship: the results of a survey of experts." In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.53.031.
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With the development of mentoring networks, communication between mentors and mentees and related problems in entrepreneurship have become an increasingly important topic in recent years. The aim of the research is to identify the most important problems that hinder an effective communication process between the mentor and the mentee in entrepreneurship based on expert opinions on the elements of and barriers to the communication process. The research results have revealed that mentors’ willingness to communicate, appropriately engaging in dialogue with their mentees, as well as honour and other skills and traits are essential. The experts have emphasized that it is important that the mentee does not take the mentor’s experience literally but critically assesses whether his/her resources are aligned with the goal. According to the experts, the most essential barriers to communication were a lack of time and logical barriers and obstacles that emerged to partners with different ways of thinking. Researchers need to continue the research started by the authors of the paper by working on and designing a communication model for mentors and mentees, taking into account the communication barriers identified in the present research and other factors relevant to communication in entrepreneurship.
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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.
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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Capello, Maria Angela, C. Susan Howes, and Eve Sprunt. "Capitalizing on Mentoring, Sponsoring and Networking for your Career Success." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206063-ms.
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Abstract Mentors, sponsors, and networks increase your chances of having a successful career. Mentors provide valuable guidance and advice on career alternatives, while sponsors support candidates selected for highly desirable roles by serving as a reference that they can perform well in positions of increasing responsibility and importance. Networking increases the number of people who are familiar with your abilities and is a powerful way to sustain and enhance your reputation and circle of influence. Networking is about making the right connections and building beneficial relationships. In this article, we showcase how the combination of mentoring, sponsoring, and networking produces advisors who can enable us to have a rewarding and successful professional career. We share our three-component system for optimizing your chances of career success. – Mentoring and the "Critical Listening" model: Intelligent questioning, ranking of options or preferences, and attentive listening are used during mentoring sessions. The balance between these modes as you progress through your career from fresh graduate to mid-career to experienced professional. This model includes practical examples to guide you in your approach mentoring loops whether for either the first or for the nth time with the aim of maximizing the value you can gain from mentoring. – Sponsoring and the "BET" model: BET is our acronym for Building a Network, Equal Priorities, and Tactics (BET). We explain how individuals can acquire and tactically leverage sponsors throughout their careers. The approaches of sponsors and protégées evolves with career stage, that changes priorities and focus. – Networking Development and Optimization: Networking for mentoring and sponsoring is essential to career success. A diverse network enhances innovation and problem solving. We benefit from both deep and shallow connections. Networking built on a foundation of reciprocity includes an exchange of mutually beneficial information that establishes long-lasting professional relationships. Methods to diagnose and address network gaps help professionals to achieve career objectives. Strong networking skills build collaborative relationships that add value for both one's career and employer. Understanding how to maximize the value of mentoring, sponsoring, and networking is essential to career success. We encourage self-analyses throughout your career and provide guidelines on how to leverage mentors and sponsors and utilize best practices to expand your professional network. In an era where COVID has drastically changed how most of us work, understanding how to thrive with these three key instruments for career success is challenging, given the additional hurdle of having to do it in a virtual ecosystem with fewer or no opportunities to meet face to face. This article raises awareness and provides practical guidance for individuals on building beneficial relationships from mentoring, sponsoring, and networking. Keeping networks alive and strong in a reduced mobility world requires new strategies.
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Islam, Nazmul, and Amy A. Weimer. "Outcomes of the Student Mentoring and Research Training (SMART) Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88684.
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Engaging undergraduate students in research not only improves discipline-specific knowledge and skillsets, but also exposes them to increased research-related career paths, and motivates their pursuit of graduate study. With an interest in increasing these outcomes among students, the University of Texas Rio Grande Valley (UTRGV) developed the Student Mentoring and Research Training (SMART) program. The primary objective of the program was to provide an increasing number of undergraduate student (UG) research opportunities by building triadic teams comprised of (1) a faculty mentor, (2) a graduate student assistant, and (3) at least three undergraduate students. By utilizing graduate student mentors, in collaboration with faculty researchers, an increased number of undergraduates could benefit from participation in these experiential learning opportunities. SMART also encouraged graduate student professional development as each graduate student oversaw a research project and was responsible for mentoring the UGs over a five-week period of employment. Three professional development workshops were implemented for graduate mentors. Workshops focused on teaching graduate students best practices in teaching of research skills, and building motivation, teamwork, and leadership. Pre- and post-test surveys were used to assess program effectiveness. Findings are reported on SMART program outcomes, which include analyses of quantitative and qualitative data collected from undergraduate student mentees and graduate student mentors during the first year of program implementation.
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Maguire, Joseph, Nathalie Sheridan, Steve Draper, and Quintin Cutts. "Mentoring Mentors in Cooperative Software Engineering Education Programmes." In ICER '19: International Computing Education Research Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3291279.3341205.
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Ovalle, Oscar, Claribeth Estepa, Maria Hoyos, Claudia Diaz, Sandra Jaramillo, Angelica Rada, and Paola Pastor. "Development of a Mentoring Program as a Strategy for the Empowerment of Young Professionals in the Strengthening of Their Soft Skills." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206217-ms.
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Abstract Objectives/Scope Contribute to the development of the profile of young professionals based on a balance between personal and work life, strengthening the self-confidence of the individual and leaving aside the influence of personal aspects in the professional field. Provide a deeper vision of their personal objectives from the discovery of the personality and the strengthening of soft skills by implementing an innovative methodology Methods, Procedures, Process The program implements a structured, simplified and staggered methodology for the identified needs, attracting qualified young people and matching them with the most appropriate mentors, ensuring that throughout the mentoring process, a different focus and objective with the necessary durability is worked session by session. With the development of three books, SPE Colombia Section provides all the necessary tools to work on different aspects, objectives and evaluate the learning that takes place in each session, which are: Mentor-Mentee connection Strengthening your profile Leadership and decision making Breaking paradigms and overcoming obstacles Evaluating learning. In its two versions, the program has had the participation of 92 young professionals and 92 Seniors in total. It has managed to obtain a satisfaction level of 92% and has met the goals of the young people by 88%. More than 300 sessions and 500 hours of mentoring have been carried out. 10 training talks have been held for mentors and mentees. 3 guide books for mentor and mentee with all activities and minimum requirements per session. The Mentoring program works for different purposes, especially based on the age and needs of the individual". It is a unique relationship between individuals. There is no equal mentoring, different interpersonal exchanges and patterns of idiosyncratic interactions define and shape the relationship. However, two main contributions emerge for the mentee: 1) As a space in itself for the exploration of ideas and to receive support of different kinds, and 2) As an indirect learning alliance by the acquisition of valuable information through the experience.
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Silva, Thais Regina de M. B., Gláucia Braga e Silva, and Maria Theresa Arruda Henriques. "Mentoria em programação: aprendendo ao ensinar e ensinando ao aprender." In Women in Information Technology. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wit.2021.15872.
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Diversos trabalhos na literatura mostram as dificuldades rotineiras encontradas por estudantes no processo inicial de aprendizado da programação de computadores. Em particular, esta questão tem o potencial de aumentar a resistência e a evasão de meninas. Este artigo apresenta a forma como relações de mentoria foram instituídas no programa MinasCoders, despertando interesse e motivação na programação, nos cursos e na área de tecnologia de modo geral. Os resultados mostraram que o empoderamento de mentoras e o sentimento de acolhimento de mentoradas se traduziram em aprendizado concreto.
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Rabindran, Dinesh, and Tricia S. Berry. "Graduates Linked With Undergraduates in Engineering (GLUE): A Case Study." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-44005.
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This paper presents a case study from the Graduates Linked with Undergraduates in Engineering (GLUE) Program in the College of Engineering at The University of Texas at Austin. This student mentoring program, offered in the spring semester every year, pairs undergraduate students (mentees) with graduate researchers (mentors) to foster undergraduate research. The benefits from the GLUE program are two-fold. While the undergraduate mentees get a feel for research, the participating graduate students can enhance their research mentoring skills. In this article we present a GLUE case study in the area of Robotics. The mentee in this case was a sophomore in Mechanical Engineering and the mentor (the first author) was a senior doctoral student in Mechanical Engineering. The project involved the design and development of a Dual Input Single Output (DISO) epicyclic gear train to enhance the performance of a robot joint. The system was completely designed and tested using MSC.ADAMS. While describing the project, the paper will demonstrate the improvement in research skills of the mentee using three different sets of criteria from the literature.
Reports on the topic "Mentorius"
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Knouse, Stephen B., and Schuyler C. Webb. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military. Fort Belvoir, VA: Defense Technical Information Center, October 1998. http://dx.doi.org/10.21236/ada360845.
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Knouse, Stephen B., and Schuyler C. Webb. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military. Fort Belvoir, VA: Defense Technical Information Center, October 1998. http://dx.doi.org/10.21236/ada358224.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1148.
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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Athey, Susan, Christopher Avery, and Peter Zemsky. Mentoring and Diversity. Cambridge, MA: National Bureau of Economic Research, April 1998. http://dx.doi.org/10.3386/w6496.
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McCullouch, Bob, and Walter Land. Design Mentoring Tool. West Lafayette, Indiana: Purdue University, 2011. http://dx.doi.org/10.5703/1288284314243.
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Austrian, Karen. Girls' leadership and mentoring. Population Council, 2012. http://dx.doi.org/10.31899/pgy9.1035.
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Anderson-Ashcraft, Merrill. Mentoring Perceptions in the Military. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada401070.
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Huang-Nissen, S., and R. Y. Myers. A cross-cultural mentoring program. Office of Scientific and Technical Information (OSTI), April 1995. http://dx.doi.org/10.2172/42526.
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Livingston, Russell M. Reality vs. Myth: Mentoring Reexamined. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada526585.
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Austrian, Karen. Leadership des filles et mentoring. Population Council, 2012. http://dx.doi.org/10.31899/pgy12.1055.
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