WHAT THE TEACHER-MENTOR SHOULD BE: THE RESULTS OF EMPIRICAL RESEARCH
DOI: 10.23951/2307-6127-2018-2-70-75
The article describes the results of questioning of students of the faculty of preschool and primary education. The aim of the research is to clarify the attitude of respondents to the issue of supervision practice in educational organizations. Supervision is interpreted as a methodological and active support that contributes not only to adaptation in the profession but also to professional and personal development. The author finds out what factors influence the decision of the teacher to stay in profession; what forms of work with young specialists are used most often; what qualities must the teacher-instructor have. It turns out that the main positive factors are: high salary, organization of methodological support, team adaptation. Individual consultations and exemplary lessons of experienced colleagues are the most used forms of support work with young specialists. Respondents’ opinions about the qualities of a mentor can be grouped into two “triangles”: the psychological “triangle of confrontation” (empathy, communicability, exactness) and pedagogical “triangle of complementarity” (professional experience, ability to learn, research qualities). Finally, the author clarifies that supervision is a co-organization of different models of interaction with the ward (authoritarian, leadership, partnership), in which a mentor can be a head, a leader and a partner in cooperation with a young specialist depending on the goals and content of supervision.
Keywords: questioning, young specialists, mentor, supervision, cooperation, mentor’s qualities
References:
1. Pozdeeva S. I. Osobennosti gumanitarnogo upravleniya innovatsiyami dlya stanovleniya professionalizma pedagoga nachal’noy shkoly [The humanitarian features of innovation for the teacher competence formation at primary school]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2013, vol. 9 (137), pp. 194–196 (in Russian).
2. Pozdeeva S. I. Razrabotka kontseptsii otkrytogo professionalizma pedagoga kak issledovatel’skaya zadacha [Development of the concept of open professionalism of a teacher as a research problem]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, vol. 1 (166), pp. 88–90 (in Russian).
3. Pozdeeva S. I. Innovatsionnoye razvitiye sovremennoy nachal’noy shkoly: postroyeniye otkrytogo sovmestnogo deystviya pedagoga i rebenka [Innovative development of modern elementary school: creation of open joint action of the teacher and child]. Tomsk, 2013. 168 p. (in Russian).
4. Pozdeeva S. I. Participation of Primary School Teachers in Educational Innovations as the Groundwork for Their Professional Development: Organization and Management. Advances in Intelligent Systems and Computing, 2017, vol. 677, pp. 28–36: Linguistic and Cultural Studies: Traditions and Innovations (LKTI 2017). URL: https://doi.org/10.1007/978-3-319-67843-6_4
5. Prozumentova G. N. Shkola sovmestnoy deyatel’nosti. Eksperiment: razvitiye tseli vospitaniya i issledovatel’skoy deyatel’nosti pedagogov shkoly [School of joint activities. Experiment: the development objectives of education and research activities of the teachers of the school]. Tomsk, 1994. 41 p. (in Russian).
6. Plotnikova N. N., Pozdeeva S. I. Forms of organizing collective educational activity in primary school. Procedia – Social and Behavioral Sciences, vol. 214 (5 December 2015), pp. 51–58.
7. Pozdeeva S. I. The collaborative teacher pupil activity as a condition of children communicative competence development. Procedia – Social and Behavioral Sciences, 2015, vol. 206, pp. 333–336.
8. Peterson L. G. Deyatel’nostnyy metod obucheniya: obrazovatel’naya sistema “Shkola 2000…» [Activity educational approach: educational system “School 2000…”]. Postroyeniye nepreryivnoy sfery obrazovaniya [Building a continuous education]. Moscow, APK I PPRO, UMTs “Shkola 2000...” Publ., 2007. 448 p. (in Russian).
( 428.57 kB ) 
( 420.38 kB )
Issue: 2, 2018
Series of issue: Issue 2
Rubric: GENERAL AND INCLUSIVE EDUCATION
Pages: 70 — 75
Downloads: 736