Mentor qualification GHR 300
Contact
Office hours:
Mon.-Fri.: 10:00 to 12:00
Mon.-Thurs.: 14:00 to 16:00
Postal address
University of Oldenburg
OFZ - Lehrkräftefortbildung am Centre of Excellence Oldenburg
Ammerländer Heerstr. 114-118
26129 Oldenburg
House address
Uhlhornsweg 84
26129 Oldenburg
Building A 4, 1st floor, red section
Rooms: A4 1-107 and A4 1-125
Mentor qualification GHR 300
As part of the Master of Education Primary School and Master of Education Secondary and Middle School ("GHR 300") teaching degree programmes, students complete an 18-week school internship, the so-called practical block, which begins in February and runs until around the summer holidays.
During the practical block, students are supervised by
- subject didacticians of the teaching subjects,
- Teaching assistants in the practical phase (so-called LiPs: subject seminar leaders of a study seminar or other teachers also working in the respective subject),
- Mentors at the schools.
The mentors are prepared for their task of supervising, advising and supporting students during their internship during two-day training courses (mentor qualifications GHR 300).
Objective
The aim of the mentor qualification is to prepare the mentors
- prepare mentors for mentoring students at school in both a theory-based and practice-oriented manner so that they are methodologically experienced in mentoring and thus ensure the quality of mentoring students.
- to support them in their work. The mentor qualification offers valuable theoretical content and guiding principles as well as methods and tools to make mentoring in the internship a professionally effective and humanly appreciative experience for both sides (mentors and students).
Contents
Introduction to GHR 300
The mentors are given an insight into the core elements of the teaching degree programmes and the objectives and process of the practical block. The content and organisational framework conditions, including the core principle of interlinking the first and second phases of training (university - study seminar/school), are explained.
Module 1: Attitude and role of the mentor
The mentors are informed about the objectives of mentoring and the resulting tasks and requirements (support, counselling, innovation and cooperation). Scientific findings form the theoretical foundation of the mentor qualification and at the same time provide proven guiding principles and practical support for the work of mentors. Basic prerequisites for pedagogical action (basic anthropological assumptions that favour mentoring), the understanding of counselling and the attitude with which mentors fulfil their role are discussed and reflected upon.
Module 2: Conducting conversations
Mentors develop conversation skills with a focus on counselling and supporting students. They learn about ways to actively organise counselling sessions. They try out and reflect on appropriate counselling techniques and receive help in structuring conversations. The previously discussed basic prerequisites of pedagogical action and their respective pedagogical consequences are visualised and experienced through practical exercises and role plays.
Module 3: Lesson observation and reflection
Criteria for lesson observation in the context of practical training and guidelines for lesson discussion are discussed in a practical manner.
Publications at the end of project
- Dressler, Jana-Katharina; Michaelis, Julia; Stern, Fedor (2018). Oldenburg mentor qualification for school internships. journal for teacher education, 4/2018. 34-39.
- Michaelis, Julia; Schubert, Thomas; Stern, Fedor (2016). Mentor qualification GHR 300: Reflectively supporting student teachers in learning during practical phases. SEMINAR 2/2016. 150-157.