| Course title | - |
|---|---|
| Course code | USP/PK3MN |
| Organizational form of instruction | Consultation + Lesson + Seminary |
| Level of course | Master |
| Year of study | not specified |
| Semester | Winter |
| Number of ECTS credits | 2 |
| Language of instruction | Czech |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
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| Course content |
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1. Introduction to Mentoring as Social Support Mentoring as a tool for well-being and prevention of teacher burnout. The difference between professional and social support. 2. Goals and Functions of Mentoring in Social Support Collegial assistance, inclusion, fostering relationships, and school climate. Mentoring in the context of adaptation and crisis situations. 3. Role and Identity of the Mentor Ethical principles of mentoring with a focus on social support. Mentor self-reflection: working with one's own identity and roles. 4. Communication Skills and Group Dynamics Active listening, empathy, working with emotions. Principles of group dynamics and their importance for an inclusive school climate. 5. Mentoring Approaches and Models DUO approach, partnership mentoring, transformational mentoring. Comparison and possibilities for practical application. 6. Mentoring Techniques I Silent Mentor, Three Perspectives, Visualization, State/Timeline. Metaprograms, VAKOG, Triads (Performance - Joy - Learning). 7. Mentoring Techniques II Balance Wheel, SMART goals, Reframing, Opposites. Types of fears, decision-making, intensification. 8. Mentoring Techniques III Three Chairs, working with identity and roles. Storytelling (using narrative as a mentoring tool). 9. Application Part Simulations of mentoring conversations focused on social support. Group creation of a mentoring program to support teachers. 10. Reflection and Evaluation Self-reflection on applied techniques. Assessing the benefits of mentoring in the area of social support.
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| Learning activities and teaching methods |
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| prerequisite |
| Knowledge |
| Students have advanced knowledge of the pedagogical-psychological dimension of the teaching profession and personality. They know the basic rules of effective communication and are able to apply them in practical examples. Students are able to apply basic reflection and self-reflection to issues of teacher professional and personal growth. |
| Students have advanced knowledge of the pedagogical-psychological dimension of the teaching profession and personality. They know the basic rules of effective communication and are able to apply them in practical examples. Students are able to apply basic reflection and self-reflection to issues of teacher professional and personal growth. |
| learning outcomes |
| understands mentoring as a tool of social support and as a means of preventing teacher burnout |
| understands mentoring as a tool of social support and as a means of preventing teacher burnout |
| distinguishes and is able to explain the functions of mentoring in the areas of collegial support, well-being, and inclusion |
| distinguishes and is able to explain the functions of mentoring in the areas of collegial support, well-being, and inclusion |
| knows the principles of working with group dynamics and their importance for creating a supportive school climate |
| knows the principles of working with group dynamics and their importance for creating a supportive school climate |
| is familiar with various mentoring approaches (e.g., DUO approach, transformational, partnership) and is able to characterize them |
| is familiar with various mentoring approaches (e.g., DUO approach, transformational, partnership) and is able to characterize them |
| understands the use of specific mentoring techniques (e.g., visualization, three perspectives, balance wheel, reframing, storytelling) in the educational context |
| understands the use of specific mentoring techniques (e.g., visualization, three perspectives, balance wheel, reframing, storytelling) in the educational context |
| knows the basic ethical principles of social support and mentoring, including respect for the individual needs and boundaries of the mentee |
| knows the basic ethical principles of social support and mentoring, including respect for the individual needs and boundaries of the mentee |
| Skills |
| conduct mentoring conversations effectively with a focus on social support and well-being |
| conduct mentoring conversations effectively with a focus on social support and well-being |
| apply specific mentoring techniques (e.g., Silent Mentor, Three Perspectives, Balance Wheel, SMART, Reframing, Storytelling) to support colleagues and novice teachers |
| apply specific mentoring techniques (e.g., Silent Mentor, Three Perspectives, Balance Wheel, SMART, Reframing, Storytelling) to support colleagues and novice teachers |
| provide empathy and constructive feedback in challenging professional and interpersonal situations |
| provide empathy and constructive feedback in challenging professional and interpersonal situations |
| collaborate within a team and contribute to creating an inclusive and supportive school climate |
| collaborate within a team and contribute to creating an inclusive and supportive school climate |
| apply techniques for conflict resolution, decision-making, and stress management in the mentoring process |
| apply techniques for conflict resolution, decision-making, and stress management in the mentoring process |
| teaching methods |
| Knowledge |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Students working in pairs |
| Students working in pairs |
| Skills |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
| Knowledge |
| Analysis of educational material |
| Analysis of educational material |
| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
| Analysis of the student's language performance |
| Analysis of the student's language performance |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester |
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