Detailed Information on Publication Record
2010
MENTORING as a form of on-the-job learning
PÍŠOVÁ, MichaelaBasic information
Original name
MENTORING as a form of on-the-job learning
Name in Czech
MENTORING jako forma učení se na pracovišti
Authors
PÍŠOVÁ, Michaela
Edition
Educational Change in the Global Context, 2010
Other information
Language
English
Type of outcome
Prezentace na konferencích
Field of Study
50300 5.3 Education
Country of publisher
Czech Republic
Confidentiality degree
není předmětem státního či obchodního tajemství
Organization unit
Faculty of Education
Keywords (in Czech)
učení se na pracovišti; mentoring; role mentora; strategie, typy a oblasti intervencí
Keywords in English
on-the-job learning; mentoring; mentor roles, strategies, types and agendas of interventions
Tags
Změněno: 7/1/2011 15:43, doc. PhDr. Michaela Píšová, M.A., Ph.D.
Abstract
V originále
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.