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IDENTIFICATION OF ACADEMIC MENTORING AREAS IN THE ASPECT OF SELF-KNOWLEDGE AND SELF-MANAGEMENT PRESENTED BY EARLY SCHOOL EDUCATION STUDENTS
Abstract
In the context of stimulating personal development, an individual approach to each individual is very important. Considering this approach with respect to modern academic education, it is worth implementing a master-student tradition, lost today with the massification of education. Based on the literature analysis, the following two approaches can be indicated to build personal knowledge. The western strategy focuses on the development and transfer of explicit knowledge, built in a created system of knowledge management in the organization, often using modern technologies (Blonski, Kondracki 2004). The eastern strategy, based on interpersonal relations, focuses on the methods of developing and building hidden knowledge consisting on the exchange of high-quality experiences and knowledge. It is a group creation in which there is a master-student relation (Perechuda 2005, Hamada 2014). In self-realization (Kozielecki 1981, Harter1990), the surrounding unit performs important functions - it challenges, motivates, shapes it, releases potential, expands the boundaries of consciousness. However, the modern teacher education system creates conditions that support self-development to a small extent. Therefore, the cognitively interesting goal of the research was to recognize the subjective assessment of the most effective form of supporting the future early school education teachers personal development used by the academic staff. The following main research hypothesis was put forward: Students with a high level of self-knowledge and a high level of self-management appreciate more the impact of individualization in education than students with low levels of self-knowledge and low self-management. The research group consisted 314 students of the last year of the teaching faculty: pre-school and early school pedagogy at the Pedagogical University. Two extreme groups were selected from the research group: 1) students with low levels of self-knowledge and low level of self-management (30 students), and 2) students with high levels of self-knowledge and high level of self-management (30 students). The research confirmed the accepted hypothesis. Students with a high level of self-knowledge and a high level of self-management pointed to such elements of mentoring as: scientific development, a higher degree of cognitive curiosity, increased motivation to learn, develop interests, reflectiveness, discipline and greater responsibility in the process of learning and self-acceptance. Students with low levels of self-knowledge and low-level management pointed to the following features of mentoring: fear of uncertainty, fatigability, lack of targeted goals. Thus, they underestimated the influence of individualization in education. The obtained results allowed to identify the effectiveness of areas of academic mentoring in teacher education. Strengthening self-knowledge and self-development should be the main goal in modern teacher education.
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