The master's thesis examines the importance of mentoring in the professional development of novice preschool teachers, with an emphasis on formal mentoring during the period of training for the professional exam. The theoretical part discusses the definitions of mentoring, the roles of the mentor and mentee, and the types of mentoring (formal and informal). In addition, it describes models of professional development, such as the Katz model and the Fuller model.
Mentoring plays a key role in the successful introduction of novice preschool teachers into professional work, as it provides support, guidance, and the transfer of professional knowledge, while also enabling the mentee's personal growth. The mentor is not only a transmitter of knowledge but also has the role of a promoter of reflection, critical thinking, and self-confidence. His task is to help the mentee cope with the challenges of the initial period of professional activity, and to guide him to greater independence and responsibility.
The professional development of preschool teachers is a lifelong process that requires continuous learning, improvement, adaptation to new challenges, the search for new solutions, and critical reflection. The first period of professional activity is very sensitive, which is why quality mentoring is very important during this period, as it enables the connection of theory and practice and offers novice preschool teachers support in their first professional challenges.
The empirical part of the research is based on the analysis of questionnaires completed by novice preschool teachers and mentor preschool teachers. The results show that mentoring is key to supporting the professional development of novice preschool teachers, as it helps in developing professional skills and improving competences. Mentors provide not only practical advice, but also emotional support, which is especially important during the period of training for the professional exam. Mentors also highlight the challenges they face while mentoring novice preschool teachers, such as adapting to the individual needs of novice preschool teachers and providing appropriate feedback.
The master's thesis emphasizes the importance of planned and systematic mentoring that connects theory and practice and encourages the active participation of mentees. A well-planned and implemented mentoring process can significantly improve the quality of the work of novice preschool teachers and contribute to greater efficiency and satisfaction in the profession in the long term.
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