MENTORING IN THE PROFESSIONAL DEVELOPMENT OF PRIMARY AND SECONDARY SCHOOL TEACHERS
DOI:
https://doi.org/10.7160/eriesj.2017.100102Keywords:
mentoring, methodical support, teacher's professional development, mentor, professional coaching competencies, efficiency of mentoringAbstract
The contribution presents the results of research focused on analysing methodical support for teacher education via mentoring, and familiarizes itself with the ascertained efficiency of the established mentoring programme in pilot schools in the Zlín region from the perspective of primary and secondary school teachers. The research shows that teachers’ evaluation of their own professional coaching competencies plays an important role in the perception of the mentoring’s efficiency. The higher the level of mastery of these competencies that the teachers attain in their own opinion, the better mentors they feel they are, the more they perceive mentoring as beneficial, and the more they use it in practice. At the same time, it is shown that the evaluation of own professional coaching competencies depends on the level of inner motivation to become involved in the mentoring course.
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