Mentors’ and Novices’ Perception of Teachers’ Professional Career Start in Slovakia and in the Czech Republic

Gadusova, Zdenka; Vítečková, Miluše

doi:10.1016/j.sbspro.2013.12.207

Cited by 3 publications

(5 citation statements)

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“…They are confronted with a number of variable situations not only of an educational, but also of a social, legislative or administrative nature. Lack of experience, a new environment, an unknown team of staff, the initial uncertainty that accompanies every entry into professional life are often a stumbling block, a source of nervousness, stress, insecurity and low self-confidence for a novice teacher, even after completing the best undergraduate training (Gadušová & Vítečková, 2013). Professional responsibility does not arise by itself and does not come automatically with obtaining a university degree.…”

Section: Results and Conclusionmentioning

confidence: 99%

“…Location of the particular regional centres for the support of teachers By introducing the Teachers for the 21st Century project into practice, the Ministry of Education, Science, Research and Sports of the Slovak Republic has created a legislative the framework of the position of a mentor in Slovakia. Since in the previous period the official position of mentors was not established by legislation, no official formal training of mentors was established either (Gadušová & Vítečková, 2013). The requirement, determined by the Ministry of Education, Science, Research and Sports of the Slovak Republic, to fill the position of a mentor at the regional centres for the support of teachers is to have completed a second-level university education in teaching fields of study or in the field of pedagogy or related fields (e.g.…”

Section: Figurementioning

confidence: 99%

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Design and Development of Teaching Materials Aimed at Mentor Professional Training

Hašková,

Radulović,

Mikla

et al. 2023

JECS

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Aim. The paper presents information on the concept of teaching materials supporting professional development of mentors, either teacher trainees trainers or introducing teachers of novice teachers, created within an international project by experts from 6 higher education institutions (Constantine the Philosopher University in Nitra – SK, the University of J. Selye in Komárno - SK, Eszterházy Károly Catholic University in Eger - HU, the University of Ostrava in Ostrava - CZ, the Prague University of Economics and Business in Prague - CZ, the University of Novi Sad in Novi Sad – SRB). Methods. Based on analyses of different resources and opinions of experts nominated by the above mentioned higher education institution a mentor competence profile consisting of fifteen key competences was compiled. Based on the platform of the created profile teaching materials supporting successful performance of the mentor role or position were processed. Results. As a main output of the international project 2020-1-SK01-KA201-078250 Mentor training of the Erasmus+ program, five textbooks were created , the basic one in the English version and the other four – its mutations in the national languages of the individual project partners. Conclusion. The textbooks created within the project will be used in the project partner countries within the mentors practical training and preparation. Cognitive value. Currently the concept and philosophy of the teaching materials created within the Mentor training project have become a background for processing further teaching materials supporting mentors´ competence development, which are under preparation within an other international project, namely the bilateral Slovak-Serbian project APVV SK-SRB-21-0025 Mentors´ Vademecum supported by the Slovak Research and Development Agency.

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Section: Results and Conclusionmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

Design and Development of Teaching Materials Aimed at Mentor Professional Training

Hašková,

Radulović,

Mikla

et al. 2023

JECS

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“…The teaching practice at schools is a fundamental part of teacher training for every novice teacher (Bonilla & Méndez Rivera, 2008;Gadušová & Vítečková, 2013); therefore, the focus of this research was to find out the mentors' opinions about the mentee's prior knowledge and skills, and ways to improve and self-assess their own competences. Realising the importance of the role of mentors in training and shaping mentees as future teachers, the Faculty of Sciences in Novi Sad has created new conditions for mentors to work with mentees.…”

Section: Discussionmentioning

confidence: 99%

Mentor’s Perception of the Future Science Teacher’s Teaching Practice

Radulović

Jovanović

Gadusova

et al. 2022

JECS

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Aim. The paper presents feedback on the effects of a new approach to the teaching practice of teacher trainees introduced in Serbia. Verification of the new approach is connected with a mentor training conception which has been under preparation within the frame of Erasmus+ project 2020-1-SK01-KA201-07825 Mentor training addressed in mutual cooperation of higher education institutions from Slovakia, Czech Republic, Hungary, and the Republic of Serbia. Methods. Within the frame of the new approach, verification structured interviews were carried out with a research sample of ten mentor teachers—science teachers from primary and secondary schools. The teachers were asked about the teacher trainees’ knowledge and skills (competences) they use within the lessons taught by them during their teaching practice, ways to improve the mentoring process, as well as mentors’ competences and the ability to self-assess. Results. The researchers collected rather positive opinions of mentors about mentees’ knowledge and skills they come to schools with. At the same time, the mentors expressed high satisfaction with their own knowledge about their mentoring role and competences. Conclusion. The paper presents, on the one hand, a good example of synergy of the national school policy strategies, introducing new approaches to the teaching practice of teacher trainees in Serbia. On the other hand, the goals of an international project are presented, which are meant to improve the quality of mentor-teachers at schools in Serbia.

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“…234-235). The mentioned can be again associated with identification of strengths and weaknesses of teachers, based on their self-assessment (Gadušová, Hašková, Szárszói, 2020;Gadušová, Vítečková, 2013). Yukomoto (2012) 9 conducts a study on 94 university students in Tokyo in an English discussion class to investigate the effect of self- 6 Harris M. Self-assessment of language learning in formal settings.…”

Section: Related Studies On Self-assessmentmentioning

confidence: 99%

“…Liang (2006) also concluded that selfassessment makes learners aware of their learning goals and needs, thus improves their motivation and goal orientation (cited in Birjandi and Tamjid, 2006, p. 212). Gardner (2000) 11 also believes that self-assessment assists learners in monitoring their individualized progress. Monitoring process helps learners to know how they are doing in their learning.…”

Section: Related Studies On Self-assessmentmentioning

confidence: 99%

A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production

Azizi¹,

Králik²,

Petrikovičová³

et al. 2020

Science for Education Today

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Introduction. The purpose of the current study is to investigate self-assessment and peer feedback as two helpful strategies for facilitating teaching and learning in language classrooms and to investigate the effects of these techniques on EFL learners' oral performance. Materials and Methods. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted. The participants of the study were two groups of five EFL learners who were called self-assessment group and peer feedback group. The self-assessment and peer feedback techniques were incorporated to the self-assessment and peer feedback group respectively. There were a pretest and posttest sessions and four sessions of treatment were between the pretest and posttest. The instruments used in this study were storyboards and checklists. The data was collected via recording device and then it was transcribed for further analysis. Some parts of the data were also analyzed qualitatively. Results. The findings of the present study showed that both techniques are helpful in different aspects of oral performance. Self-assessment had significant effects on the use of correct error- free clauses, subject verb agreement, word choice and tense consistency and also the features of fluency and organization. Conclusions. Peer feedback also improved the use of error-free clauses and fluency but not the other items. But there is no significant difference between the two techniques.

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Mentors’ and Novices’ Perception of Teachers’ Professional Career Start in Slovakia and in the Czech Republic

Cited by 3 publications

References 0 publications

Design and Development of Teaching Materials Aimed at Mentor Professional Training

Design and Development of Teaching Materials Aimed at Mentor Professional Training

Mentor’s Perception of the Future Science Teacher’s Teaching Practice

A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production

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