The Development Mentoring System in Lithuania: Theoretical and Practical Dimensions

Author(s):

Alona RauckieneOna Monkeviciene

Conference:

ECER 2009

Network:

1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 03 B, Reforms in Professional Development

Paper Session

Time:

2009-09-28

14:00-15:30

Room:

NIG, HS II

Chair:

Maria Esteves

Contribution

In Lithuania, as in the majority of European countries, there have been attempts to implement and apply the practice of supporting (mentoring) student trainees and novice educators. Efficient mentor training models are developed and practical aspects of their activity are analysed. The period between 2005 and 2008 has been marked by intensive work on mentoring system establishment; therefore, it is very important to generalise the experience of the first stage of this activity. The aim of the article: to identify the need for developing a mentoring system in Lithuania, its theoretical underpinnings, practical models, occurring problems and acquired results. The objectives of the article: to discuss the conditions facilitating the need for mentoring and its mission; to present theoretical fundamentals of mentoring as well as conception of mentor’s competences; to introduce ideas of methodology of pedagogical internship organization, mentor training models and researches on their efficiency; to generalize achievements and problems. Conditions determining the need of mentoring. After the restoration of Lithuanian independence in 1990, the education reform started with the main aim being to create a democratic general education system meeting the European standards. The educator training in higher education establishments also underwent changes, for the reformed schools needed educators who base their professional activity on a different education philosophy and have acquired new competences. The study ‘Quality of Educator Training in Lithuanian Schools of Higher Education and Possibilities for their Employment (2002)’ was conducted ten years after the start of the reform and highlighted a number of problems in teacher training. The research revealed that ‘regardless of gender, age, level of studies, education institution, study programmes or their group, the respondents to the questions related to employment opportunities pointed out insufficient practical preparation as the problem of utmost importance’ (p. 30). Such situation conditioned a new objective: to define the role of a mentor, to develop a model of mentor competences, mentoring activity, methods and procedures. Establishment of mentoring system aims not only to provide specific support to student trainees and supervision of their internship but also to contribute to development of school and (self-) education culture, promotion of continuous learning of educators and establishment of a closer link between theory and practice.

Method

Methods: analysis of theoretical and methodological literature sources, systemization and generalization, analysis of educational strategic documents. Vilnius Pedagogical University, Klaipėda University, Šiauliai University and Vytautas Magnus University prepared and implemented a 1-year mentor training model in Lithuania. The continuous, module-and-credit based model of mentor training was created. It consists of 5 modules: Mentor activity and competences; Educator’s competences; Education planning, Modelling and Assessment; Management of study practice; Adult consulting. Five seminars of professional development were organised per year; The participants of the seminars conducted a one-year mentoring practice and had to perform intersession assignments. They also had to work on the mentor competence portfolio. The implementation of the model aimed to test its efficiency. The total number of trained mentors applying this model amounts to 432 and includes 115 pre-school and pre-primary education mentors, 133 primary education mentors and 184 subject mentors.

Expected Outcomes

The theoretical basis of mentoring is the synthesis of Context-based learning, Social interaction, Experiential learning, Constructivism, Emotional intellect, Empathy, Socio-cultural perspectives theories. Specific literature provides for a number of mentor competences. The model offered by D. Cluterbuck (2003) is currently applied after adaptation of it to Lithuanian education system. Three mentor training models are available in Lithuania. One-year mentor training, One-year mentor training, which does not interfere with teacher’s work, Intensive mentor training. (One to three- month mentor training courses). According to the research results (O. Monkevičienė, M. Gaigalienė, 2008) the experienced educators-mentors expressed an extremely positive opinion about a one-year mentor training courses and mentoring practice. The experienced mentors in the research clearly emphasised their preparation to perform roles related to establishment and maintenance of mentoring relations and process of coping with professional difficulties.

References

1. Clifford, E. F. (1999). A Descriptive Study of Mentor-Protégé Relationships: Mentors' Emotional Empathetic Tendency and Protégés' Teacher Self-Efficacy Belief. Early Child Development and Care, 156, p.143-154. 2. Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books. 3. Hobson A. J. (2002). Student Teachers' Perceptions of School-based Mentoring in Initial Teacher Training (ITT). Mentoring and Tutoring-Partnership in Learning, Volume 10, Issue 1, January, p. 5 – 20. 4. Jonson K.F. (2002). Being an Effective Mentor. How to Help Beginning Teachers Succeed. California, Corwin Press. 5. Kolb, D.A. (1984). Experiential Learning. Experience as the Source of Learning and Development. Prentice-Hall, Englewood Cliffs, New Jersey. 6. MacCallum, J. and Beltman, S. (1999). International Year of Older Persons. Mentoring Research Project. Canberra: Dept. of Education, Training and Youth Affairs. 7. Mentoriaus veikla ir kompetencijos. (2008). Mentor training textbook. Kaunas: „Technologija“. 8. Monkevičienė O., Gaigalienė M. (2008). Efficiency of Mentor Training Model. Abstract in English. – Bibliogr.: 12 items. // Changing Education in a Changing Society. ATEE. Spring University. 2008, 1. ISSN 1822-2196. – Klaipėda: Klaipėda University Lithuania, p. 31–36. 9. Pedagoginės stažuotės mentorių ir tutorių rengimo metodika. (2007). Vilnius, Mokytojų kompetencijos centras. 10. Pedagoginės stažuotės organizavimo metodikos projektas. (2007). Vilnius, Mokytojų kompetencijos centras. 11. Pedagogo kompetencijos. (2008). Mentor training textbook. Kaunas: „Technologija“, 12. Pedagogų rengimo kokybė Lietuvos aukštosiose mokyklose ir jų įsidarbinimo galimybės. (2002). Vilnius: UAB „Tyliaus grafika“. 13. Pedagogų rengimo koncepcija (The Teacher Training Conception). (Nr. ISAK – 1441). Available at: http://www.smm.lt/teisine_baze/docs/isakymai/2004-09-16-ISAK-1441(2).doc. 14. Reynolds R. and Grushka K. (2007). Mentoring in a University/Senior High School Collegiate. A Study of the Learning Environment and the Mentor/Mentee Relationship. School of Education, The University of Newcastle. file:///C:/Documents%20and%20Settings/user/Desktop/Mentor-intern/Mentor_social_comp/social-3.htm 15. Rudney G.L., Guillaume A.M. (2003). Maximum Mentoring: An Action Guide for Teacher Trainers and Cooperating Teachers. – USA, California, United Kingdom, London, India, New Delfi: Corwing press, inc. 16. Rumelhart, D. & Norman, D. (1981). Analogical Processes in Learning. In J.R. Anderson (ed.), Cognitive Skills and their Acquisition. Hillsdale, NJ: Erlbaum. 17. Stern, D. (1997). The Continuing Promise of Work-Based Learning. Retrieved December 31, 2002, from National Centre for Research in Vocational Education Web site: http://ncrve.berkeley.edu/CenterFocus/CF18.html

Author Information

Alona Rauckiene

Klaipeda University

Educational Innovation Centre

Klaipeda

126

Ona Monkeviciene

Vilnius Pedagogical University, Lithuania

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