Mokymo praktikos vadyba: mentoriavimo kompetencijos
Teaching Practice Management: Mentoring Competences

Summary/Abstract: Introduction. In striving for coherence betvveen pre-school education theory and practice in study programmes, teacher's capacity to learn from own and proficient colleague's experience, it is necessary to in-crease die number of credits designated for teaching practice and improve teaching practice management. One of the ways to solve this problem is to assist experienced teachers - practice-supervisors in acquisition of mentoring competences. The report will detail mentoring competences relevant to practice management: ability to assist students in orienting widiin die educational institution structure; ability to assist, mediate, support, advice students; ability to analyze, criticize, and reflect on student's practice; ability to involve students in a progressive partnership-based learning, in search for and research of modern pedagogical ideas. The report will present a module designed for acquisition of mentoring competences during the refresher courses, its topics, mentor's learning mediods and strategies. The model of students' practice mentoring will be described. The united process of model creation and action research will be revealed. Aim of the research: to identify mentoring competences impacting on the quality of students practice management to greatest extent. Research methods: interview, qualitative analysis of reflection of meetings betvveen a student-trainee and a mentor. Study: 40 students, 10 mentors. Research results demonstrate that students face problems related to bodi interpersonal relations and education during dieir teaching practice. The research highlighted the need for mentoring and its efficiency. Qualitative analysis of reflection of meetings between a studenttrainee and a practice-supervisor widi mentoring competences revealed that mentoring was advantageous to all students; though some benefited from encouragement, support; others needed a mediator between them and a community; in other cases, a mentor contributed in developing practical competences of education planning and arranging; proving practically new educational technologies.

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