Primary school teachers (young teachers) first-year work problems and needs of support

Majority of the psychologists note that it is natural of a man to evolve gradually. In the beginning of the career, a teacher survives some stages of pedagogical development progress (Frances Fuler, 1969; Feiman – Nemsener, 1983; Leitwood, 1992; Arends, 1998; Šernas, 1998 etc.), but first and most of all (s)he experiences diffidence and self-concern. Only later (s)he starts to care about the teaching situation and the learners. After surveying a range of studies considering first-year teaching problems, a conclusion can be made that there are still very few programs helping beginner teachers’ work. As one of the ways which could help a young teacher solve raising problems, mentorship is being studied as method to establish and maintain partnership with young and little- or non-experienced colleagues. Good partnership should be grounded on common interests, mutual help and knowledge. The present article the deals with mentorship as way to help a beginner teacher’s adaptation and his formation as an educator, in which mentor means a person specially appointed to admonish a young teacher. Since Lithuania joined the international APartMent mentor preparation project in 2001, mentor has been defined as a qualified specialist able to conduct future teachers’ school practice. The present article states the opinion that it would be logical if the same mentor or a specially appointed person could admonish a beginner primary teacher as well, because a beginner specialist needs qualified help not less than a student does. An opportunity to collaborate with an experienced teacher, be consulted, and get advice would help a beginner teacher understand the unity of theory and practice, adapt to the school community, realise and evaluate the sense of teacher’s work. In the work, theoretical aspects are supported by concrete practical study.Švietimo akademijaVytauto Didžiojo universiteta

Problems of adaptation for the 5th formers

Jolanta Vasilevskienė's article "Problems of Adaptation for the 5th Formers" covers psychological adaptation problems, the 5th formers are confronted with; analyses fifth-formers' fears and doubts, considers different ways of help. According to the authoress, primary-school teachers and teachers of separate disciplines should simply learn a more closely cooperation and remember a simple truth: "the major thing is a child, not a discipline". Moreover, each pupil, each educator should take a subjective experience, a personal truth of each of us as significant. This experience school be taken in consideration at school, it should be followed during lessons as well

Praktikos vadyba : mentoriaus savarankiškų studijų knyga : [mokomoji knyga]

Projektas „Studijų praktikos ir pradedančių dirbti mokytojų globos sistemos tobulinimas, parengiant mentoriaus kompetencijas turinčius pedagogus globėjus“Vytauto Didžiojo universitetasŠvietimo akademij

Ugdymo planavimas, modeliavimas, vertinimas : mentoriaus savarankiškų studijų knyga : [mokomoji knyga]

Projektas „Studijų praktikos ir pradedančių dirbti mokytojų globos sistemos tobulinimas, parengiant mentoriaus kompetencijas turinčius pedagogus globėjus“Vytauto Didžiojo universitetasŠvietimo akademij

Ugdymo planavimas, modeliavimas, vertinimas : mentoriaus rengimo vadovėlis : dėstytojo knyga

Projektas "Studijų praktikos ir pradedančių dirbti mokytojų globos sistemos tobulinimas, parengiant mentoriaus kompetencijas turinčius pedagogus globėjus"Vytauto Didžiojo universitetasŠvietimo akademij

Praktikos vadyba : mentoriaus rengimo vadovėlis : dėstytojo knyga

Projektas "Studijų praktikos ir pradedančių dirbti mokytojų globos sistemos tobulinimas, parengiant mentoriaus kompetencijas turinčius pedagogus globėjus"Vytauto Didžiojo universitetasŠvietimo akademij