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• MOTIVATIONS OF MENTOR CANDIDATES PARTICIPATING IN THE LET’S TEACH FOR HUNGARY MENTOR PROGRAM’S PREPARATION COURSE

  21-41

  Katalin Godó

  Views:

  440

  The present study focuses on the role of mentoring in education. The topic of mentoring has increasingly got into the focus of researchers in recent years (Bencsik és Juhász, 2017).In accordance with international practice, the role of mentors in Hungarian public education institutions has become more valuable. In proportion to recognizing its role in education, different mentoring programs have emerged in each type of school. In the present study, our orientation is specifically aimed at the students of the Teach for Hungary Mentoring Program in Debrecen, in order to map the aspects of the motivations of the student mentor candidates in Debrecen. Among other things, we are curious about their emotional and cognitive attitude toward mentoring, and we are interested in the extent (or lack thereof) of their commitment to mentoring. Our aim is to explore, what influences the final decision among students to become a mentor (material, mental resource, etc.) and how these factors interact/relate to each other. In the spring semester of the 2018/2019 academic year, we conducted our research with 151 young students who took part in a theoretical course to become a mentor. The foundation of our research is the questionnaire created by Ceglédi, Szűcs, Hüse, and Berényi (2019), and that form was filled in by a student who applied for a TMO1 course at the beginning of the 2019/20 academic year. Nearly 50% of respondents decided to commit themselves to mentoring, and the other 50% did not undertake mentoral activity for some reason.  Based on our results, it can be said that assistance and financial support in the form of scholarship were the main motivating factors for mentors, but the latter was important mainly for male students, nor had the financial aspect primary importance for students with a disadvantaged background in the development of motivation. According to our conclusions, commitment and strong internal motivations play an important role in mentoring, while financial benefits in the form of external motivation can be secondary, but also play an important role in motivation.

• Social Responsibility in Hungarian Higher Education: The Zsuzsanna Lorántffy Mentoring Programme at the National University of Public Service I.

  101-114

  Éva Biro

  Márta Katalin Korpics

  Views:

  34

  The National University of Public Service is dedicated to social responsibility. One of its forms is volunteering, a cultural aspect that is lacking in the societal embedding in our country (Fejes, Kelemen és Szűcs, 2016). The study presents the results of an ongoing mentoring program at NUPS, where university members provided weekly subject tutoring online for residents of child protection centers in Transylvania. The primary goal of the program is to provide a form of compensation for disadvantages and psycho-social care through the establishment of personal connections (Baráth, 2016), aiding in the improvement of academic performance for underprivileged youth. In the long term, it aims to provide opportunities for the development of coping strategies that support participants in breaking through and achieving further success (Szőtsné és tsai, 2007). In the spring semester of the 2022/23 academic year, three children's homes had 36 students participating in the pilot phase of the program. After methodological training, 28 mentors provided assistance. Mentoring took place weekly in the requested subjects, including related study method counseling. Among the mentors were students, university lecturers, and functional staff, Continuous methodological counseling and experience exchange were provided. Each mentor kept a progress diary. At the end of the program, individual and focus group evaluations were conducted for all participant groups. The results of the pilot research are presented in two parts. The first presents the literature review and the academic background to the programme. The second paper will present the results of the research, the discussion and further steps planned.

• The Methods of Mentoring with a Career Orientation Approach - The Experiences of the Teach Hungary Program in Gödöllő

  137-150

  Miklós Kenderfi

  Views:

  62

  In our study, we undertake to present the methods of career guidance-focused mentoring activity applied at the Hungarian University of Agricultural and Life Sciences in connection with the Teach for Hungary program and discuss its experiences. Mentor training, as well as support for children studying in schools in settlements cut off from information and activity opportunities, is also carried out in accordance with the traditions of the "Gödöllő School". In this regard, we should note that the counselling higher education training program in our country has the longest history at the MATE Szent István Campus (predecessors: GATE, SZIE). The intellectual capital, experience and all-encompassing ethos gathered in the consulting courses, which have been operating for more than 30 years and run under different names and at different levels, are already called the "Gödöllő School" in the literature (Borbély-Pecze, 2022). The development of methods used in career counselling in our country (Szilágyi, 1993) and their continuous development (Szilágyi, 2023) can be linked to this school. Some of these elements were also used among the high school students receiving mentoring within the framework of the TH program. In the following, we would like to present, together with their theoretical background, the methods that the students learned during the TM1 mentor training course and then used during the program.

• WAYS FOR UNDERSTANDING MENTALLY HANDICAPPED ADULTS - VOLUNTARY COFFEE SHOP SERVING AS A POSSIBLE ALTERNATIVE

  89-96

  Darinka Misák

  Views:

  136

  This paper focuses on pedagogical attendance especially bringing adults with mental disabilities into action. Based on the method of observation, it presents the mentoring preparation procedure that reveals to the reader what sort of support is needed to make individuals with disabilities capable of doing successful labor activity. The main goal of the program is to introduce individuals with limited abilities to sound members of society through voluntary work and make them accepted. It draws attention not only to the positive increments but also to the very negatives that must be worked at by specialists who have a true calling to the profession of pedagogical attendance.