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THE EFFECTIVENESS OF THE LET’S TEACH FOR HUNGARY MENTORING PROGRAM
87-101Views:287The disadvantaged situation has been a problem in the field of education for decades, and several disadvantage-compensation programs have been set up to reduce it. This includes the mentoring process, the primary purpose of which is to provide support and assistance to a younger individual. The subjects of the research are the students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which we focused on the children's expectations of the mentoring program, their learning difficulties, learning motivation, and their plans for further learning. Students can be classified into clusters based on their motivations, which highlights that the range of participants is not homogeneous from this aspect either. The coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students have faced numerous challenges in the transition to digital education (Kristóf, 2020). Attendance mentoring could continue in the form of distance mentoring. In our current research, we examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. We carry out the survey using a mixed method. We collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions, and readiness of the children. In addition, we use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. We conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students, mentors, and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people).
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MOTIVATIONS OF MENTOR CANDIDATES PARTICIPATING IN THE LET’S TEACH FOR HUNGARY MENTOR PROGRAM’S PREPARATION COURSE
21-41Views:407The 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.
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WAYS FOR UNDERSTANDING MENTALLY HANDICAPPED ADULTS - VOLUNTARY COFFEE SHOP SERVING AS A POSSIBLE ALTERNATIVE
89-96Views:124This 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.
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EFFECTS OF LABOR MARKET INTEGRATION, IN PARTICULAR CHANGES IN BEHAVIOR AND QUALITY OF LIFE
33-49Views:112The program you want to show is novel because it provides assistance to job seekers who face mental, social, or health problems, it also provides a complex service package that includes labor market, social and health services. The program can respond individually to the existing difficulties, thus improving the quality of life of the participants. The aim of the study is to examine the factors that determine the behavioral changes and the quality of life quality among the job seekers who can't be included in employment for mental, social, or health reasons. Methods: In our study, we monitored changes in general well-being, livelihoods, financial backgrounds, family backgrounds, health problems, work-related problems, social services, and healthcare services during the five months of the program, and analyzed the results obtained by quantitative and qualitative methods. Conclusion: Well-being has a positive effect on both the subjective emotional experiences of employees, their work performance, and their workplace behavior. We think that society should pay attention to sensitizing employers, develop insurance programs for complex packages of support, to ensure workplace factors influencing the improvement of the quality of life for workers' attention. The quality of life of our study confirmed that adequate support (mentoring, counseling, through programs supporting), to increase job satisfaction, workplace, which has many advantages in terms of not only the individual, but employers and society: improving the quality of work, the Workplace behavior and morale, less absenteeism, lower sickness, and fluctuation rates, and employment rate increases.
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DEVELOPMENT OF THE SOCIAL COMPETENCE OF CHILDREN FROM AN UNDERPRIVILEGED BACKGROUND
87-94Views:210In September 2010, by the introduction of the educational reform in Serbia, namely the introduction of inclusion, the number of children from disadvantaged backgrounds and multiple disadvantaged backgrounds has significantly increased. From September 2013, the University of Novi Sad, Faculty of Education in Hungarian Language, Subotica and University of Szeged, Gyula Juhász Faculty of Education, Institute of Adult Education worked out a program, in which the students of these two Universities participated as mentors in the compensatory education of disadvantaged children. The purpose of the present study is to introduce the structure of the Student Mentoring Program that serves as an excellent example for other schools. According to in-service teachers, one of the long-term positive outcomes of the mentoring program is the development of the social competencies of disadvantaged children.