H σχέση με τον/την μέντορα και η αυτο-αποτελεσματικότητα των φοιτητών/φοιτητριών του Τμήματος Θεολογίας Αθήνας στην πρακτική άσκηση στο σχολείο

Θαλασσογραφία, 50Χ60,ελαιογραφία, Μαρία Τσιβά, 2015
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Δημοσιευμένα: Dec 23, 2021
DOI: https://doi.org/10.12681/hjre.27824
Λέξεις-κλειδιά:
Πρακτική άσκηση Μέντορες εκπαίδευση εκπαιδευτικών μεντορική σχέση ανατροφοδότηση διδακτική αυτο-αποτελεσματικότητα
Μάριος Κουκουνάρας Λιάγκης
Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
https://orcid.org/0000-0001-9140-4059
Μανώλης Παπαϊωάννου
Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
https://orcid.org/0000-0001-9821-6480
Ελένη-Άννα Αποστολάκη
Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
https://orcid.org/0000-0002-8783-5144
Περίληψη

Στο άρθρο διερευνώνται οι αντιλήψεις Υποψήφιων Εκπαιδευτικών (ΥΕ), φοιτητών/τριών του Τμ. Θεολογίας ΕΚΠΑ, για τους παράγοντες που επηρεάζουν την αυτο-αποτελεσματικότητά τους στη Πρακτική Άσκηση (ΠΑ) στο σχολείο, στο πλαίσιο της απόκτησης της Παιδαγωγικής και Διδακτικής Επάρκειας. Συμμετείχαν 83 ΥΕ, τη χρονιά 2019-20. Μελετήθηκαν ξεχωριστά τέσσερεις διαστάσεις της μεντορικής καθοδήγησης και συγκεκριμένα: α) η ποιότητα σχέσης Μέντορα και ΥΕ, β) η μεντορική υποστήριξη, γ) η διάρκεια και ο χαρακτήρας της ανατροφοδότησης, δ) η αυτονομία των ΥΕ στην επιλογή και δοκιμασία διδακτικών δραστηριοτήτων, σε συσχέτιση με τις αντιλήψεις των ΥΕ για την αποτελεσματικότητά τους στη διδασκαλία (διδακτική αυτο-αποτελεσματικότητα). Από την ανάλυση δεδομένων προκύπτει ότι η καλή σχέση και η υποστήριξη που δέχονται οι ΥΕ από τους/τις Μέντορες σχετίζεται σε ένα βαθμό θετικά με την αυτο-αποτελεσματικότητά τους στη διδασκαλία. Επίσης, όταν η ανατροφοδότηση λειτουργεί θετικά σε πρακτικό εκπαιδευτικό επίπεδο για τους/τις ΥΕ, αυτό σχετίζεται με την αυτο-αποτελεσματικότητά τους στη διδασκαλία, κάτι που δεν συμβαίνει αντίστοιχα με τη διάρκειά της. Τέλος, όσο μειώνεται η συνεισφορά των Μεντόρων Εκπαιδευτικών (ΜΕ) στην επιλογή και την εφαρμογή των διδακτικών δραστηριοτήτων των ΥΕ, τόσο περισσότερο οι ΥΕ αισθάνονται μεγαλύτερη αυτο-αποτελεσματικότητα στη διδασκαλία. Η έρευνα αναδεικνύει σημαντικά κριτήρια για τον μελλοντικό σχεδιασμό προγραμμάτων ΠΑ φοιτητών/τριών ή εκπαίδευσης Μεντόρων.  

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Βιογραφικά Συγγραφέων
Μάριος Κουκουνάρας Λιάγκης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Τμήμα Θεολογίας ΕΚΠΑ, Αναπληρωτής Καθηγητής
Μανώλης Παπαϊωάννου, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Εκπαιδευτικός Θεολόγος Β'θμιας Εκπαίδευσης, υπ. δρ. Τμήμα Θεολογίας ΕΚΠΑ
Ελένη-Άννα Αποστολάκη, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Εκπαιδευτικός Θεολόγος, Μεταπτυχιακή Φοιτήτρια, Τμήμα Θεολογίας ΕΚΠΑ
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