摘要：M. Lukšienė kalbėdama apie veiksnius, kurie lemia švietimo reformos Lietuvoje sėkmingą įgyvendinimą, svarbią vietą šiame procese skyrė pedagogui, nes jo rankose yra jaunoji karta, kuri „gali pastatyti mūsų laisvės pastatą“. Tad reformuotai švietimo institucijai reikalingas naujai parengtas pedagogas, kuris vadovaujasi bendražmogiškomis dorinėmis nuostatomis, turi gilių pagrindinių gyvenimo sričių ir specialybės žinių, suvokia jas siejančius procesus ir tendencijas, geba racionaliai jas vertinti, prognozuoti ir jungti šias žinias su patirtimi. Pasaulinė mokytojų rengimo patirtis rodo, kad mentorystė yra vienas iš efektyviausių būdų parengti profesionalius jaunus pedagogus. Taip sudaromos palankios sąlygos derinti teorines žinias ir praktinę veiklą naudojant gilų kritinį pedagoginį mąstymą. Mentorius – tai patyręs pedagogas, padedantis profesiškai tobulėti praktiką atliekančiam studentui, gebantis sudaryti tinkamas sąlygas pedagoginei praktikai, padėti studentui įgyvendinti praktikos programą, reflektuoti įgytą patyrimą. Straipsnyje apibūdinama ikimokyklinio ir priešmokyklinio ugdymo pedagogo mentoriaus profesinės praktikos organizavimo ir praktikos refleksijos kompetencijos svarba, patyrusių pedagogų nuomone, ir šios kompetencijos raiška pedagoginės praktikos metu, studentų požiūriu. Esminiai žodžiai: pedagogų rengimas, ikimokyklinis ir priešmokyklinis ugdymas, mentorius, mentoriaus kompetencijos, profesinės praktikos organizavimo ir praktikos refleksijos kompetencija.
其他摘要：The aim of education is not only to echo wants of modern society, but also „to be a vanguard of democratizing society“. Hence education is closely related to the social cultural environment. The researcher of Lithuanian education and educational scientific development, Doctor of literature, actively participating in society life, an initiator and organizer of education reform documents, Dr. Meilė Lukšienė (1913–2009) announced pursuance: “it would be great if new school turned back at culture would become its home, where a young or old student could just exist. This existence itself would constantly enrich the person, would reach his or her soul, and would exhibit all person’s virtues”. One of the most important persons in educational institution is a pedagogue. Obviously, today‘s society raises higher and higher requirements. National strategy project of education 2013–2022 says that pedagogues must be reflecting, constantly perfecting themselves and working successfully. Such pedagogues will succeed in turning Lithuanian education into stable foundation for an independent and ambitious person who creates his future, the future of his country’s and the world’s future responsibly and solidarily. Therefore, high quality modern studies are necessary to provide a future pedagogue with deep theoretical knowledge, to create conditions for training practical pedagogue‘s skills of the highest level and to develop cultural awareness of a future pedagogue. M. Lukšienė (2000) stated that teacher training forms cannot be separated from contents. Seeking high quality studies, integrating theoretical knowledge into practice, an important role goes to mentoring. Regulation of teacher training (2012 May 15, ord, Nr. V-827) describes mentor as an experienced and successfully working pedagogue, trained according to the orders confirmed by Education and Science Ministry, who is a help to a student on teaching practice in one or several institutions or any other institutions (companies, organizations) related to pedagogical work in any way. Thus, a mentor must be able to create appropriate conditions for teaching practice, help a student realize practice programme and reflect upon gained experience. This makes the essence of mentor’s practice organization and reflection competence. The article draws great attention to the integration of theory and practice in the process of training teachers, which enables to recognize theoretical knowledge and to apply it in concrete practical situations, create the opportunity for future pedagogues to perfect their professional skills. The article also discusses models of organizing teaching practice, mentor’s role in instructing practice, the meaning and importance of mentor‘s professional practice organization and reflection competence from the point of view of experienced students. The main aim of the article research–to reveal pre-school and pre-primary mentor’s competence of professional practice organization and reflection, the importance and expression of its components while mentoring students’ practice. Keywords: teacher training, pre-school and pre-primary school education, mentor, mentor competences, the competence of professional practice organization and reflection.
