Učenje odraslih u kontekstu pripravničko-mentorske prakse
Learning of Adults in the Context of Preparatory Mentor Practice

Summary/Abstract: The education community expects and understands the positive influence of mentors on young teachers and their understanding of their own roles in education, but questions about what mentors and trainees should do, what they really do, and what in the context of their individual and joint activities they learn - are open and very inspiring for resarches. Encouraged by theoretical analyses and mentoring research as an adult learning process, and by our own professional curiosity aimed at discovering the ways in which the learning process in understood and interpreted by teachers - trainees and mentors, we have carried out a research aimed at obtaining answers to question on who and what they teach during trainee mentoring practice. In the research, a qualitative research paradigm and a semi-structured interview technique were applied, and the interpretation of the obtained and transcribed material was the result of the interaction between the researcher and the material that was generated by the research. Responses collected by research and interpreted in accordance with learning theories, represent a contribution to understanding the practice of trainees and mentors as a potential field of shared learning.

• Details
• Contents