The thesis discusses mentorship of students on practical training in educational institutions (Preschool and Kindergarten, Primary and Secondary school). It presents the definitions of mentorship and mentor, required competences and tasks. We start by presenting definitions of mentorship by different authors who tried to present the multilayered characteristics of the mentor and his/her work.
The roles of the mentor are very important as they influence the student’s personal and professional development. Furthermore, the mentor is the first person to introduce the student into work in this filed and into work with children.
A good relationship between the mentor and the mentee is a key factor for a successful mentorship. The success of the relationship depends on various factors: effective communication between mentor and mentee, time spent together, organizational and leadership competences of the mentor, and competences and skills of the mentee. It is a dyadic relationship, built by both the mentor and the mentee.
There are certain challenges and difficulties that every mentor encounters in his/her work. At the end of the thesis, we present different factors that help mentors solve difficulties and we present possible solutions that could raise the quality of mentorship.
The empirical part presents the findings gained by the research of the process of mentorship of students on practical training. We researched the motivation with which the teachers accept the role of a mentor, which challenges and difficulties they encounter in their work, what are the possibilities for their additional professional training and their interest in it and to what extent the self-evaluation helps them increase the quality of mentorship.
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