In diesem Artikel werden Begriffe des Mentors und des Mentorenwesens im Kontext der Ausbildung von Berufspädagogen sowie Begriffe der Effektivität ihrer Tätigkeit, Kriterien für die Bewertung der Effektivität ihrer Schullung bzw. der Lehr- und Lernprozesse besprochen, wie auch die Ergebnisse der Studie zu Effektivität des Quallifizierungsprogramms “Mentorenschulung“.

The purpose of the work is to estimate the methods and patterns of evaluation of a pedagogue that are practiced by the mentor as an expert. There have been analyzed the peculiarities of evaluation of the pedagogue professional development and the competence practiced by mentor. The several attempts were used to estimate what are mentor's purposes of evaluation, which method is being used in a concrete situation. During the research it has been tried to find out the methods of student and novice teacher self-evaluation, how the evaluation of a mentor is provided and how pedagogues accept this evaluation.

The business world is changing due to the occupational climate and a large proportion of business executives that are bound to retire in the nearest future leading to an anticipated great loss of knowledge and performance. The paper seeks to evaluate job performance by considering the effect of mentoring on employee performance in the Nigerian service sector. Research focuses on finding out the level at which exposure, counseling, and role modelling affect employee performance in the Nigerian service sector.

M. Lukšienė kalbėdama apie veiksnius, kurie lemia švietimo reformos Lietuvoje sėkmingą įgyvendinimą, svarbią vietą šiame procese skyrė pedagogui, nes jo rankose yra jaunoji karta, kuri „gali pastatyti mūsų laisvės pastatą“. Tad reformuotai švietimo institucijai reikalingas naujai parengtas pedagogas, kuris vadovaujasi bendražmogiškomis dorinėmis nuostatomis, turi gilių pagrindinių gyvenimo sričių ir specialybės žinių, suvokia jas siejančius procesus ir tendencijas, geba racionaliai jas vertinti, prognozuoti ir jungti šias žinias su patirtimi. Pasaulinė mokytojų rengimo patirtis rodo, kad mentorystė yra vienas iš efektyviausių būdų parengti profesionalius jaunus pedagogus. Taip sudaromos palankios sąlygos derinti teorines žinias ir praktinę veiklą naudojant gilų kritinį pedagoginį mąstymą. Mentorius – tai patyręs pedagogas, padedantis profesiškai tobulėti praktiką atliekančiam studentui, gebantis sudaryti tinkamas sąlygas pedagoginei praktikai, padėti studentui įgyvendinti praktikos programą, reflektuoti įgytą patyrimą. Straipsnyje apibūdinama ikimokyklinio ir priešmokyklinio ugdymo pedagogo mentoriaus profesinės praktikos organizavimo ir praktikos refleksijos kompetencijos svarba, patyrusių pedagogų nuomone, ir šios kompetencijos raiška pedagoginės praktikos metu, studentų požiūriu.

Šiame straipsnyje nagrinėjama studentų pasirengimo pedagoginiam bendravimui tema. Svarstomi pedagoginio bendravimo gebėjimų ugdymo(si) ir vertinimo problemų klausi-mai. Empiriniame tyrime taikytu interviu metodu atskleistas studentų pedagoginei praktikai vadovavusių mentorių požiūris į pedagoginio bendravimo ugdymą(si). Pateikiama gautų duo-menų analizė: atskleidžiamas mentorių požiūris į studentų patiriamų sunkumų bendraujant su mokiniais priežastis bei aptariami veiksniai, lemiantys studentų pasirengimą pedagoginiam bendravimui, atliekant pedagoginę praktiką.

This publication presents Productive learning as an innovation of the Lithuanian education. Productive learning offers young people opportunities to study both at school and in real-life environments, i.e. at practice placement. It enables young people to attain basic education and develop learning competencies, to make a better-informed decision about further studies, especially about the choice of profession, and to find a different route to success. Learning through productive activity is best described with the help of the learning triangle of productive learning where theory and culture as a tool, active learners and practice in real-life situations come together. Based on the concept and methodology of productive learning, basic school students of grades 9 and 10 spend part of their time (around 20 hours per week) studying at school, and the rest of the time (around 12 hours) is devoted to learning outside the school environment or rather at practice placement, which can be public institutions, private companies, non-governmental organisations, farms, etc. Productive learning as introduced in Lithuania is based on vast international experience of the USA (City-as-School), Germany, Finland, the Netherlands and a number of other countries in the world. On the basis of the Grounded methodology the process of building-up of educational interaction has been revealed. The phenomena Confrontation with reality in education have helped to highlight complex chalenges in the process of building – up of educational interaction.

Pasaulinė mokytojų rengimo patirtis rodo, kad mentorystė yra vienas veiksmingiausių būdų parengti profesionalius jaunus pedagogus. Mentorius - tai patyręs pedagogas, padedantis profesiškai tobulėti praktiką atliekančiam studentui ir pradedančiam dirbti pedagogui. Kad galėtų padėti jaunam žmogui tobulėti, įgyti praktines vaikų ugdymo kompetencijas bei sėkmingai pradėti karjerą, mentorius turi turėti tokiai veiklai būtinų kompetencijų. Straipsnyje pateikiama teorinė ikimokyklinio ugdymo pedagogo mentoriaus kompetencijų samprata, empiriniais tyrimais pagrįstas mentoriaus kompetencijų modelis. Sis modelis analizuojamas remiantis studentų praktikai vadovaujančių ikimokyklinio ugdymo mentorių nuomone.

This paper analyzes and summarizes foreign authors' attitude towards professional development of beginner pedagogues and its stages as well as peculiarities of mentors' support. Also, the paper presents the research carried out by the Department of Childhood Studies of Vilnius University. The aim of the research was to identify the stage of professional development of preschool education students during their traineeship and beginner pedagogues, to analyze rising difficulties and the peculiarities of mentors' support. Hypothesis: both beginner pedagogues and preschool education students face the problems of organizing the training, the problems of maintaining discipline, lack of initiative, and the problems of integration into institution's community. Ways of mentors' assistance and cooperation meet the needs of charges; provide them with didactic help and help in organizing teaching process; however mentors rarely apply specific techniques and ways of support. Methods. of research: questioning of students, beginner pedagogues and mentors, exploratory experiment in order to evaluate the need for mentor's support and its effectiveness, observation. Participants of the research: 20 students with their mentors and 20 beginner pedagogues with their mentors, totally 80 people, took part in the research.

The aim of consulting is to provide the person with more professional competence, ability to use all the personal qualities at work and to provide the young specialist with suitable conditions for studying and developing. The mastering of consulting technique, the ability to understand and comprehend the children, the purposeful use of consulting and communication means would enable mentors not only to convey their professional knowledge better but also improve relations with trainees, help to raise their self-perception and self-value, expand the possibilities of their professional perfection.

Consistent development of theoretical and practical knowledge essential for professional intervention, for the social work as complex profession is actualized in this paper. It is emphasized that in the practical learning process of the future social worker it is particularly important to master practical knowledge through reflecting, conceptualization and modified in case of unexpected situation of the client. The circumstances for such process developed by the mentor who guides the student in the practice placement and tutor who is responsible for supporting the student during the whole process of field practice. On the base of theoretical and empirical analysis the paper highlights functions of mentor and tutor and at the same time introduces experience in organization of field practice in social work studies. The practice organization model is designed on the base of discussed functions; this model also can be adapted by the other study programmes, which aim to educate reflecting practitioner.