saturs - rpiva

Table 4. Mentors on the stages of teachnig/learning
Categories Sub-categories Examples Opinion of
The start of teaching Collection of
information;
Explaining tasks;
“We discuss what a student
expects, what aims are given by
an education institution, what I
expect, what a programme
expects. Putting together
wishes, expectations and
opportunity. We determine
frequency, amount of forms and
Mentor M 1
Supervised teaching
Stage from teaching to
learning
Reflective learning
Tasks are given to a
learner; testing
Meaning is given to
the situations at the
practice place
Perception of what
has been learnt,
results and new
experience gained
cases”
“I assess a process, ask my
client. Students introduce a
case. Two students have distinct
attitudes to that case. I (as a
leading person) sort of perform
distant supervision”
“Then a practice supervisor
observes activities and, if a
learner wants, performs
expertise”
“...After seeing things and
phenomena, sometimes a student
can see some things in a new
light. You are already in it.
You’re in the organisation and
everything seems normal. And
then he comes and asks – what’s
that What’s happening Why
Well, of course it’s very nice
when a young person’s eyes
sparkle, when he is happy. I then
realise that everything was
fine…”
Mentor M 1
Mentor M 1
Mentor M 2
At the start of learning tutors help students to sort formal things out at the practice
place: provides information about agreements, documents that a student submits to a
university or organisation where his/her practice will take place. If problems arise at the
practice place, a tutor helps a learner to solve them. Tutors emphasised the supervised
learning stage when it is very important to explain to a learner the importance of practical
tasks in the process of learning as often problematic questions arise why a certain task is
necessary. Analysis and comparison help to understand processes happening at the practice
place.
During the transitional stage from teaching to learning tutors direct and support a
learner and discuss the process of learning. Student’s independent actions and decisions made
are important at this time. Independent decisions and analysis this is a step closer to reflective
learning.
Reflective learning starts when a student raises problematic questions and applies
already used methods or new methods to find answers to these questions. Tutors’ questions
and students’ search for answers is one of the main conditions for reflective learning.
Experience is gained only when raising problematic questions and trying to solve them.
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