Pradinio ugdymo mokytojo – globėjo (mentoriaus) kompetencijos

Abstract

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 research was held by 12 primary education pedagogies, students of III and IV course and 12 teachers mentors to recognize personal and objective competence of a teacher-mentor. This work reveals conception, purpose and functions of one of the crucial agents (mentors) influence on teachers preparation, which will stimulate the attainment of appropriate practical, pedagogical competence. It analyzes the influence of personal and objective competence of primary education teacher-mentor or patron on the attitudes of students-practicians on educational process. The research estimates, that the personal example set by teacher-mentor and ones authority remains crucial factor determining the preparation of the practicians for subsequent pedagogical career.