Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/98290
Type of publication: Straipsnis konferencijos medžiagoje Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or Scopus DB conference proceedings (P1a)
Field of Science: Edukologija / Education (S007)
Author(s): Monkevičienė, Ona;Autukevičienė, Birutė
Title: The competences of educative mentor, fostering change in the early childhood education
Is part of: Procedia : social and behavioral sciences : 7th world conference on educational sciences (WCES-2015) : 05-07 February 2015, Athens, Greece. Amsterdam : Elsevier, Vol. 197 (2015)
Extent: p. 885-891
Date: 2015
Keywords: Mentor;Pre-school education teacher;Pedagogical practice;Student
Abstract: Modern pre-school education together with the whole educational system face the period of constant changes, in which new needs of novices, universities and educational institutions arise. It is extremely important to train such pre-school teachers who can successfully get involved into children educational system and to contribute to faster changes of pre-school educational practice. Purpose of Study - to construct and empirically ground the competences of educative mentor, fostering change in the early childhood education. Methods. The survey of pre-school teacher mentors. Factorial analysis of mentor competences structural factors. Participants. 459 of early childhood education and pre-school teacher mentors working under the conditions of regular reforms and changes for more than a decade and monitoring the future pre-school education teachers have been surveyed. Mentoring is one of the most effective strategies of teacher training, which helps to achieve these aims. The article emphasises and describes the concept of traditional mentoring based on behaviouristic theories, educative mentoring based on constructivist theories and reform-based change fostering mentoring. Having done the factorial analysis of mentor competence structural factors in the mentor competence model consisting of 8 competences, the following essential mentor competences have arisen: personal, communicative; expert assessment and reflection, student practice and reflection
Internet: http://www.sciencedirect.com/science/article/pii/S187704281504269X
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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