Education in institutions and knowledge gained "in the classroom or lecture" applies to theoretical knowledge, which has to be put into practice. The role of the mentor in public kindergartens should therefore be integration between a theoretical starting point, knowledge gained by the students during education, and real-life situations in kindergarten. Mentors’ tasks vary because theoretical knowledge and educational work varies from student to student as well. In the theoretical part of this paper I referenced some historical reviews of mentoring, roles and tasks of the mentor. Then I referenced the expert opinion and research in the field of mentoring and then divided the topic into three parts or areas where kindergarten teachers may decide to carry out the work of the mentor (practical pedagogical training, apprenticeships and professional examination). The empirical part consists of information obtained from research that I conducted with online surveys. A total of 192 interviewees (kindergarten teachers employed in public kindergartens who are already engaged in the work of the mentor) participated. The data obtained showed that mentors take over the tasks of mentoring because it represents an opportunity to share their knowledge and help others. Respondents’ opinion on assistance in improving the performance of the tasks of the mentor was that they would gain most from in-house education with the kindergartens management before the mentorship begins. Based on the answers of the 126 respondents, apprenticeships are carried out in half of the cases. As an alternative, the respondents suggested the possibility of working in a kindergarten by public work, student service and employment in the vacancy.
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