Менторство як форма підтримки обдарованих і талановитих у країнах ЄС та США
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті з’ясовано сутність менторства як форми підтримки обдарованих і талановитих у країнах ЄС та США. Прослідковано ґенезу поняття «ментор» у науковопедагогічній літературі. Окреслено функції ментора, який працює з обдарованими й талановитими та види менторства (допомога старшого товариша, академічне менторство, професійне менторство тощо). Розкрито особливості телементорства – наставництва за допомогою інформаційно-комунікаційних технологій, зокрема мережі Інтернет. Встановлено, що спільною метою всіх програм телементорства є надання індивідуальної академічної, мотиваційної та емоційної підтримки учням засобами інформаційно-комунікаційних технологій.
In the article the essence of mentoring as a form of support for gifted and talented in the EU and USA is revealed. The genesis of the concept of «mentoring» in the scientific pedagogical literature is traced. The functions of a mentor who works with gifted and talented are outlined, namely: role-modeling, intellectual stimulation, emotional support, emotional protection, knowledge transfer, encouragement and cognitive confidence. The types of mentoring are analyzed, among them: mentoring by older fellow, academic mentoring, professional mentoring and others. The peculiarities of telementoring i.e. mentoring with the help of information and communication technologies, particularly the Internet, are described by the author. It is established that the common goal of all telementoring programmes is to provide individual academic, motivational and emotional support to the students by means of information and communication technologies. Three types of telementoring programmes are characterized: programmes that provide consultations of mentors-experts on specific issues; programmes in the frames of which a mentor works with one particular student; programmes that provide working in partnerships. The advantages of telementoring over the traditional mentoring are shown: an opportunity to communicate with a great number of professionals; an opportunity to choose the mentor who best matches the student despite geographical boundaries; conditions for consistent, regular, convenient interaction between mentors and students; an opportunity for the pupils/students to work on long-term projects under the guidance of the mentors, and for the mentors to see the results of their impact. It is concluded that the analysis of the experience of pedagogical support of gifted and talented in the EU and the USA allows the author to reveal the essence of mentoring that involves: developing potential of gifted and talented, their creativity, helping underachieving gifted and talented, encouraging the development of talent throughout life through specially organized one-to-one interaction with the mentor. Further study can be directed at telementoring programmes that have been introduced in European countries and the USA to identify opportunities for implementation of good practices in Ukraine.
In the article the essence of mentoring as a form of support for gifted and talented in the EU and USA is revealed. The genesis of the concept of «mentoring» in the scientific pedagogical literature is traced. The functions of a mentor who works with gifted and talented are outlined, namely: role-modeling, intellectual stimulation, emotional support, emotional protection, knowledge transfer, encouragement and cognitive confidence. The types of mentoring are analyzed, among them: mentoring by older fellow, academic mentoring, professional mentoring and others. The peculiarities of telementoring i.e. mentoring with the help of information and communication technologies, particularly the Internet, are described by the author. It is established that the common goal of all telementoring programmes is to provide individual academic, motivational and emotional support to the students by means of information and communication technologies. Three types of telementoring programmes are characterized: programmes that provide consultations of mentors-experts on specific issues; programmes in the frames of which a mentor works with one particular student; programmes that provide working in partnerships. The advantages of telementoring over the traditional mentoring are shown: an opportunity to communicate with a great number of professionals; an opportunity to choose the mentor who best matches the student despite geographical boundaries; conditions for consistent, regular, convenient interaction between mentors and students; an opportunity for the pupils/students to work on long-term projects under the guidance of the mentors, and for the mentors to see the results of their impact. It is concluded that the analysis of the experience of pedagogical support of gifted and talented in the EU and the USA allows the author to reveal the essence of mentoring that involves: developing potential of gifted and talented, their creativity, helping underachieving gifted and talented, encouraging the development of talent throughout life through specially organized one-to-one interaction with the mentor. Further study can be directed at telementoring programmes that have been introduced in European countries and the USA to identify opportunities for implementation of good practices in Ukraine.
Опис
Ключові слова
ментор, менторство, телементорство, обдаровані й талановиті, підтримка, mentor, mentoring, telementoring, gifted and talented, support
Бібліографічний опис
Бойченко, М. А. Менторство як форма підтримки обдарованих і талановитих у країнах ЄС та США [Текст] / М. А. Бойченко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 7 (41). – С. 3–9.