Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/91267
Type of publication: conference paper
Type of publication (PDB): Tezės kituose recenzuojamuose leidiniuose / Theses in other peer-reviewed publications (T1e)
Field of Science: Edukologija / Education (S007)
Author(s): Čiučiulkienė, Nijolė
Title: Reverse mentoring peculiarities in vocational teacher training: from model boundaries to emancipating partnerships
Is part of: Rural Development 2017 [elektroninis išteklius]: Bioeconomy Challenges : The 8th international scientific conference, 23-24th November, 2017, Aleksandras Stulginskis University : abstracts book. Akademija : Aleksandras Stulginskis University, 2017
Extent: p. 342-343
Date: 2017
Note: Puslapiai nurodyti pagal pataisytą leidinį
Keywords: vocational teacher training;mentor;mentee;reverse mentoring
ISBN: 9786094491238
Abstract: This research paper provides information about sustainable mentoring strategy based on the idea of reverse mentoring while training future vocational educators. The research was conducted in vocational education centers. It involved 24 pairs of mentors and mentees who were participating in pedagogical practice, based on the implementation and management of pedagogical innovations. The research sought to determine whether the reverse mentoring strategy is an effective avenue for co-construction of knowledge among experienced teachers – mentors and future vocational teachers. Research data were acquired while participating in mentor – mentee discussions and analyzing mentees’ written reflections of innovation practice. The research data were analyzed according the guidelines of the qualitative research paradigm. Through qualitative discourse analysis there was identified the system of qualitative categories and subcategories that revealed mentors‘motivation to meet their mentees’ immediate needs while plunging together into the process of acquiring and studying relevant resources, strategies, and ideas in order to enhance instruction and teach how to manage educational innovations, improve content and pedagogical knowledge through reflection and collaboration. Reflection and collaboration highlighted the immerging reverse mentoring issues: experienced teachers – mentors growing motivation to share knowledge with their mentees, not only by presenting mentors’ models for vocational education activities, but also while learning from their mentees.[...]
Internet: http://www.ruraldevelopment.lt/doc/SANTRAUKOS_%20GERAS.pdf
Affiliation(s): Vytauto Didžiojo universitetas
Žemės ūkio akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

Files in This Item:
marc.xml5.63 kBXMLView/Open

MARC21 XML metadata

Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

30
checked on Jun 6, 2021

Download(s)

9
checked on Jun 6, 2021

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.