Strategija mentorskog rada

• Main Authors: Slavić, Anđelka, Matić, Danijela
• Format: Article in Journal/Newspaper
• Language: Croatian
• Published: Croatian pedagogical literary society - Department of Split and Faculcy of philosophy Split 2016
• Subjects: cjeloživotno učenje; mentorski rad; stavovi učitelja; suvremene strategije nastave.; lifelong learning; mentoring; attitudes of teachers; modern teaching strategies.; sami
• Online Access: http://hrcak.srce.hr/160181; http://hrcak.srce.hr/file/236249

Kada govorimo o obilježjima suvremene nastave, naglašavamo da je učenik u središtu nastavnog procesa (Matijević i Radovanović, 2011). Cilj poučavanja i učenja nije samo prenošenje i usvajanje sadržaja nego i osposobljavanje učenika za primjenu učinkovitih modela misaonog rada (Cindrić i sur., 2010). U traženju odgovora na pitanja koje su nastavne strategije učinkovite, kako znamo da su učinkovite i kako ih učitelji mogu primijeniti u nastavnom radu s ciljem poboljšanja učeničkih postignuća, moramo uzeti u obzir analize učinaka nastavnih strategija i tipove učenika u određenim situacijama i sadržajima. Marzano i sur. (2006) zaključuju da se u traženju tih odgovora učitelji trebaju oslanjati na svoje poznavanje učenika, svoj predmet i svoju situaciju kako bi sami otkrili učinkovite nastavne strategije. Mentorska nastava podrazumijeva pojačani samostalni rad učenika pod vodstvom i nadzorom mentora koji se može uspješno primjenjivati već u osnovnoj školi (Jones i sur., 2004). U OŠ don Lovre Katića u Solinu, ispitali smo stavove učitelja o strategiji mentorskog rada. Dobiveni rezultati pokazuju da učitelji procjenjuju mentorsku nastavu izuzetno važnom u kontekstu cjeloživotnog obrazovanja i primjenjivom na svim razinama školovanja. Ipak, ukazuju da im za primjenu u svakodnevnom radu nedostaje znanja i vještina te upozoravaju na brojne objektivne prepreke za primjenu strategije mentorskog rada. When we talk about the characteristics of modern teaching, we emphasize that the student is in the centre of the teaching process (Matijević and Radovanović, 2011). The aim of teaching and learning is not just the transfer and the acquisition of the content but it is also training students for the application of effective models of thought processes (Cindrić et al., 2010). In the search for answers to questions which strategies are more effective, how do we know that they are effective and how they can be applied by teachers in teaching to improve students’ outcomes, we must consider the analysis of the effects of teaching strategies and types of students in certain situations and events. Marzano et al. (2006) conclude that in the search for these answers teachers should rely on their understanding of students, their subject matter and their unique situations to reveal effective teaching strategies. Tutorial involves increasing the individual work of students under the guidance and the supervision of a mentor that can be successfully applied already in elementary school (Jones et al., 2004). At Don Lovre Katic Primary School, Solin, we examined the attitudes of teachers about the strategy of coaching work. Results show that teachers assess mentoring classes extremely important in the context of lifelong education and applicable to all levels of education. However, they indicate that they are missing the proper knowledge and skills to use in their everyday work and they warn of the number of objective obstacles to the implementation of the strategy of the coaching work.