UEV_28 Mentoring and Its Role at School

Faculty of Arts
Autumn 2024
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
PhDr. Libor Kyncl (lecturer)
prof. PhDr. Lubomír Spurný, Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Lubomír Spurný, Ph.D.
Department of Musicology – Faculty of Arts
Contact Person: Ing. Alena Albíniová
Supplier department: Department of Musicology – Faculty of Arts
Timetable
each odd Thursday 14:00–17:40 N42, except Mon 18. 11. to Sun 24. 11.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 40 student(s).
Current registration and enrolment status: enrolled: 4/40, only registered: 0/40, only registered with preference (fields directly associated with the programme): 0/40
fields of study / plans the course is directly associated with
there are 7 fields of study the course is directly associated with, display
Course objectives
• describes the principles and possibilities of mentoring in education;
• explain the connection between the career order of the teacher and the work of the mentor;
• evaluates the quality of the chosen activity with the help of a balance circle or competence framework;
• identifies individual phases of the GROW model and conducts an interview using it;
• practices active listening when working in pairs or threes;
• formulates an assignment for using scale work;
• explain the basic concepts and skills of a mentor
Learning outcomes
After completing the course, the student will be able to:
• describe the possibilities of mentoring in education;
• explain the connection between the teaching career order and the work of a mentor;
• evaluate the quality of the chosen activity with the help of a balance circle;
• name and explain the individual phases of the GROW model and conduct an interview using it;
• conduct a conversation using active listening;
• explain the basic concepts and skills of a mentor
Syllabus
  • • The subject will raise students' awareness in the field of mentoring and coaching
  • • The subject is based to a lesser extent on the teacher's interpretation, a greater part is occupied by group work and practical training of selected mentoring tools.
  • • We will imagine a tool that is used in education to support procedural quality.
  • • Under the guidance of the teacher, the students of the class will implement individual procedures applicable in mentoring independently, in pairs and in groups. The practice of individual instruments is always followed by reflection.
  • • We learn from others, the environment learns from us. How do we go about it and what do we need?
  • • Introduction to coaching and mentoring - the role of the mentor
  • • Mentoring and its forms in the context of education
  • • How we acquire knowledge, skills and attitudes
  • • Building and specifics of the mentor-mentee relationship
  • • Mentor competence
  • • Communication strategy
  • • Active listening – practice in pairs/threes
  • • What a mentor does for a mentee, what a mentor does not
  • • The role of a mentor, what a mentor does not do
  • • From unconscious incompetence to  unconscious competence
  • • Who is responsible for what
  • • Mentor tools
  • • Formulation of goals
  • • Description of reality
  • • Opportunities that arise from the found solution
  • • Planning, formulation and implementation of partial steps
  • • Identification of individual phases of the GROW model
  • • GROW model – training in pairs/threes
  • • Expert and partnership approach in managing people
  • • Differences between coaching and mentoring
  • • Qualities of a mentor
  • • The benefit of mentoring for the mentee, for the mentor, for the organization
  • • Work with an evaluation scale
  • • Mentoring in teaching (experience from practice)
Literature
    recommended literature
  • PETRÁŠOVÁ, Marta Anna, Zdeněk ŠTĚPÁNEK and Ilona PRAUSOVÁ. Mentorink : forma podpory nové generace. Vyd. 1. Praha: Portál, 2014, 152 s. ISBN 9788026206255. info
  • PÍŠOVÁ, Michaela, Karolina DUSCHINSKÁ, Jana KARGEROVÁ, Alena LAMPERTOVÁ, Eva LUKAVSKÁ, Monika SZIMETHOVÁ and Anna TOMKOVÁ. Mentoring v učitelství (Mentoring in the teaching profession). první. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2011, 204 pp. ISBN 978-80-7290-518-8. info
  • BRUMOVSKÁ, Tereza and Gabriela MÁLKOVÁ. Mentoring : výchova k profesionálnímu dobrovolnictví. Vyd. 1. Praha: Portál, 2010, 150 s. ISBN 9788073677725. info
  • HORSKÁ, Viola. Koučování ve školní praxi. Vyd. 1. Praha: Grada, 2009, 174 s. ISBN 9788024724508. URL info
  • HRONÍK, František. Rozvoj a vzdělávání pracovníků. Vyd. 1. Praha: Grada, 2007, 233 s. ISBN 9788024714578. info
  • PARMA, Petr. Umění koučovat : systemické koučování ve firmě, rodině a škole pro kouče i koučované, studenty, odborníky i veřejnost. 1. vyd. Praha: Alfa Publishing, 2006, 222 s. ISBN 8086851346. info
Teaching methods
Lecture, modeling and demonstration, discussion, practice, training, reflection
Assessment methods
In the final assessment students:
- show examples of selected trained skills
- assess the suitability and benefits of mentoring in education by discussion
- explain the circumstances supporting mentoring in schools
Náhradní absolvování
The subject needs to be completed in a face-to-face format, which enables the training of practical skills. In case of an absence of more than 1 participation, the student replaces it with extra work (he trains some of the mentoring skills in his own time) - and then enriches the group with his knowledge, recommendations, and reflection.
Language of instruction
Czech
Study support
https://is.muni.cz/auth/el/phil/podzim2024/UEV_28/um/
Further Comments
Study Materials
The course is taught once in two years.
The course is also listed under the following terms Spring 2015, Spring 2016, Spring 2017, Autumn 2019, Autumn 2022, Autumn 2023.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2024/UEV_28