Mentoriaus kompetencijų modelis: studentų praktikai vadovaujančių ikimokyklinio ugdymo mentorių nuomonė
Mentor’s model of competence : the prospects of pre -school education mentors at supervising students’ practice

Summary/Abstract: Worldwide teacher training experience illustrates that mentoring is one of the most effective ways to train young pedagogues. A mentor is an experienced pedagogue who professionally helps beginners and practicing pedagogues to develop. A mentor must have a necessary expertise and competence in order to help a young person to seek perfection in his / her profession, acquire practical competence in educating children and successfully start pedagogical career. Scientists give a number of different mentor competence models: the model based on role theory (D. Clutterbuck, 2003), mentor competence functional model (I. J. Podsen, V. M. Denmark, 2000), the model based on typical mentor’s behaviour (Dr Norman, H. Cohen, 1999), the model based on personal characteristics and interpersonal roles (B. Elliott, 1995). As a result, a theoretical mentor’s of pre-school pedagogue model has been created. It is based on the analysis of all mentor competence models in order to project the research for its empirical grounding. The aim of the research – to ground theoretically and empirically mentor’s who supervises the pedagogical practice of pre-school student competence. 17. Participants. 71 pedagogues who have mentor’s certificate took part in the research, which is 87 % of all Lithuanian pre-school education mentors. Overall, there are 82 pre-school mentors in Lithuania. Methods of the research: the theoretical analysis of mentor’s professional competence, the survey of pre-school education mentors with the application of mentor competence description, the quantitative data analysis, the calculation of popularity index. Results of the research. The empirical research has confirmed the theoretical mentor competence model of pre-school education and emphasized the importance of separate skills and competence in it. The most important are mentor’s personal and assessment competence, expertise and reflection encouragement. The competence of management, adult training and consulting, the organization and reflection upon professional practice are slightly less important. The least important, but essential to mentors, are social, informative and communicative competence. Assessing one of the most important competence to mentors – personal competence – the maturity of mentor’s personality as well as altruistic mood to help less experienced future pedagogues are emphasized. A very important component of individual mentor’s competence is his personal characteristics. Mentors who supervise students’ pedagogical practice admit that personal characteristics are a very important component of different types of competence: informative and communicative, assessment and expertise, reflection encouragement, supervising, organization of professional practice and reflection competence. The essence of each of mentor’s competence is its regulation and ability to support a student, e.g. the ability to establish equal partn

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