Mentoring in the professional development of primary and secondary school teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F17%3A63517582" target="_blank" >RIV/70883521:28150/17:63517582 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.eriesjournal.com/index.php/eries/article/view/154/144" target="_blank" >https://www.eriesjournal.com/index.php/eries/article/view/154/144</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2017.100102" target="_blank" >10.7160/eriesj.2017.100102</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Mentoring in the professional development of primary and secondary school teachers

Popis výsledku v původním jazyce

The contribution presents the results of research focused on analysing methodical support for teachereducation via mentoring, and familiarizes itself with the ascertained efficiency of the established mentoring programme in pilot schools in the Zlin region from the perspective of primary and secondary school teachers. The research shows that teachers&apos; evaluation of their own professional coaching competencies plays an important role in the perception of the mentoring&apos;s efficiency. The higher the level of mastery of these competencies that the teachers attain in their own opinion, the better mentors they feel they are, the more they perceive mentoring as beneficial, and the more they use it in practice. At the same time, it is shown that the evaluation of own professional coaching competencies depends on the level of inner motivation to become involved in the mentoring course.

Název v anglickém jazyce

Mentoring in the professional development of primary and secondary school teachers

Popis výsledku anglicky

The contribution presents the results of research focused on analysing methodical support for teachereducation via mentoring, and familiarizes itself with the ascertained efficiency of the established mentoring programme in pilot schools in the Zlin region from the perspective of primary and secondary school teachers. The research shows that teachers&apos; evaluation of their own professional coaching competencies plays an important role in the perception of the mentoring&apos;s efficiency. The higher the level of mastery of these competencies that the teachers attain in their own opinion, the better mentors they feel they are, the more they perceive mentoring as beneficial, and the more they use it in practice. At the same time, it is shown that the evaluation of own professional coaching competencies depends on the level of inner motivation to become involved in the mentoring course.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal on Efficiency and Responsibility in Education and Science

ISSN

2336-2375

e-ISSN

—

Svazek periodika

10

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

9

Strana od-do

7-15

Kód UT WoS článku

000415623200003

EID výsledku v databázi Scopus

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