MENTORING as a form of on-the-job learning

PÍŠOVÁ, Michaela. MENTORING as a form of on-the-job learning. In Educational Change in the Global Context. 2010.

Základní údaje

• Originální název: MENTORING as a form of on-the-job learning
• Název česky: MENTORING jako forma učení se na pracovišti
• Autoři: PÍŠOVÁ, Michaela.
• Vydání: Educational Change in the Global Context, 2010.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Prezentace na konferencích
• Obor: 50300 5.3 Education
• Stát vydavatele: Česká republika
• Utajení: není předmětem státního či obchodního tajemství
• Organizační jednotka: Pedagogická fakulta
• Klíčová slova česky: učení se na pracovišti; mentoring; role mentora; strategie, typy a oblasti intervencí
• Klíčová slova anglicky: on-the-job learning; mentoring; mentor roles, strategies, types and agendas of interventions
• Štítky: životopis

Anotace

In the context of the ongoing global as well as local social changes it has became a must for schools as educational institutions and for teachers as key agents of educational change to respond to the challenge posed by the demands of the development of a knowledge society. It is obvious that the imperative of lifelong learning is specifically relevant for educators, which consequently brings about the need for schools to become truly learning organisations, a space for constant on-the-job learning. The paper aims to discuss one of the strategies widely adopted to facilitate the shift towards the new professionalism of teachers in the last decades all over the world, mentoring. Though it has been observed that mentoring overcomes its initial role of support and becomes a device to help building strong professional cultures of teaching, it has not received much attention in the Czech Republic until recently. If mentoring is to be introduced as a systemic measure for teacher professional development here, culture-bound specifics must be taken into consideration. Therefore, empirical research conducted in the Czech Republic will be briefly presented and the findings concerning mentor roles, strategies, types and agendas of interventions will be compared with those from abroad.