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Lecturer(s)
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Jirásková Miroslava, Mgr. Ph.D.
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Course content
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Theoretical part (5 hours of consultation): Definition of mentoring and its role in professional support Mentoring relationship - roles, responsibilities and ethics Models and approaches in mentoring Practical part (5 hours tutorial): Training communication skills for mentoring Conducting and structuring mentoring conversations Working with reflection and feedback Application part (10 hours seminar): Analysis of case studies from practice Simulation of mentoring interviews Creating an individual professional development plan
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Learning activities and teaching methods
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- Participation in classes
- 20 hours per semester
- Home preparation for classes
- 35 hours per semester
- Preparation for course credit
- 5 hours per semester
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| prerequisite |
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| Knowledge |
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| Understand methods of providing feedback and reflective practice. Know the basics of educational psychology and child development. Know how to apply pedagogical strategies to support the professional development of beginning teachers. Apply empathy and understanding in interpersonal relationships. |
| Understand methods of providing feedback and reflective practice. Know the basics of educational psychology and child development. Know how to apply pedagogical strategies to support the professional development of beginning teachers. Apply empathy and understanding in interpersonal relationships. |
| Skills |
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| Communicate effectively and listen actively in a professional context. Provide constructive feedback to colleagues and novice teachers. Reflect on own teaching practice and identify areas for improvement. Apply interviewing techniques that promote professional growth and self-reflection. Work collaboratively as part of a team and foster collegial relationships among colleagues. |
| Communicate effectively and listen actively in a professional context. Provide constructive feedback to colleagues and novice teachers. Reflect on own teaching practice and identify areas for improvement. Apply interviewing techniques that promote professional growth and self-reflection. Work collaboratively as part of a team and foster collegial relationships among colleagues. |
| learning outcomes |
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| Knowledge |
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| Understand the complex theories and principles of mentoring. Distinguish and apply different types of mentoring in a pedagogical context. Analyze the role of mentor and mentee and their mutual dynamics in the professional development process. Apply methods of feedback and reflective practice to support professional growth. Demonstrate a deeper understanding of educational psychology and child development within the mentoring relationship. |
| Understand the complex theories and principles of mentoring. Distinguish and apply different types of mentoring in a pedagogical context. Analyze the role of mentor and mentee and their mutual dynamics in the professional development process. Apply methods of feedback and reflective practice to support professional growth. Demonstrate a deeper understanding of educational psychology and child development within the mentoring relationship. |
| Skills |
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| Communicate effectively and provide constructive feedback to colleagues and mentees. Lead mentoring conversations that support professional growth and development of teaching competencies. Reflect and analyze one's own teaching practice and apply lessons learned to improve one's practice. Apply a variety of methods and techniques to support professional development within the mentoring process. Collaborate with colleagues to create supportive and productive mentoring relationships in a team environment. |
| Communicate effectively and provide constructive feedback to colleagues and mentees. Lead mentoring conversations that support professional growth and development of teaching competencies. Reflect and analyze one's own teaching practice and apply lessons learned to improve one's practice. Apply a variety of methods and techniques to support professional development within the mentoring process. Collaborate with colleagues to create supportive and productive mentoring relationships in a team environment. |
| assessment methods |
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| Knowledge |
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| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Analysis of the student's performance |
| Analysis of the student's performance |
| Text analysis |
| Text analysis |
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Recommended literature
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Apiv, B. Mentoring ve školství jako prevence syndromu vyhoření. 2022.
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Brumovská, L. &Málková, L. Mentoring a koučování jako profesní nástroj učitelů. Pedagogika, 60 (4), 250 - 264. 2010.
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Duschinská, K. Podpora začínajících učitelů skrze mentoring. EDUin. 2024.
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Hradilová, J., & Cviklová, M. Podpora společného vzdělávání v pedagogické praxi: Případová studie z praxe mentorů. Národní pedagogický institut České republiky. 2022.
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Lazarová, K. Mentoring v českých školách. Pedagogické obzory, 4, 112 - 118.
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Píšová, M. Mentoring učitelů jako nástroj profesního rozvoje: Případová studie. Studia pedagogica, 16(3), 29 - 44.
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