Generic and specific competences of the mentor teacher: higher education students perception in the health area

Authors

  • Madalena Cunha Health School of the Polytechnic Institute of Viseu, Portugal, UNICISA-E, ESEnfC, Coimbra, Portugal, CIEC, UMinho, Braga, Portugal
  • João Duarte Health School of the Polytechnic Institute of Viseu, Portugal, UNICISA-E, ESEnfC, Coimbra, Portugal
  • Ana Isabel Marques Health School of the Polytechnic Institute of Viseu, Portugal
  • Ana Luísa Gomes Health School of the Polytechnic Institute of Viseu, Portugal
  • Daniela Alexandra Nascimento Health School of the Polytechnic Institute of Viseu, Portugal
  • Joaquim Miguel Pereira Health School of the Polytechnic Institute of Viseu, Portugal
  • Joel Lopes Health School of the Polytechnic Institute of Viseu, Portugal
  • Marta Sofia Murtinheira Health School of the Polytechnic Institute of Viseu, Portugal
  • Raquel Rosa Health School of the Polytechnic Institute of Viseu, Portugal
  • Sérgio Gonçalves Health School of the Polytechnic Institute of Viseu, Portugal
  • Graça Aparício Health School of the Polytechnic Institute of Viseu, Portugal
  • Ana Andrade Health School of the Polytechnic Institute of Viseu, Portugal

DOI:

https://doi.org/10.29352/mill0203e.03.00187

Keywords:

Students, Skills, Supervision, Mentor Teacher

Abstract

Introduction: The mentoring process is dynamic, reciprocal and reflexive, hence skills as a disposition to act in a relevant way in relation to a specific situation (Le Boterf, 2003), need to be evaluated in the mentoring processes. The mentor refers to a more experienced professional who guides, teaches, directs, supports and advises a student with less practice, playing an important role on a personal and professional level (Botti & Rego, 2007). 

Objetive: To evaluate the perception of the college students about the supervisory skills that need to be obtained by the mentor teacher.

Methods: The cross-sectional descriptive study was carried out on a sample of 306 college students of the health area, of a polytechnic, with an average age of 21.15 years and a higher percentage of women (81.7%). The gathering of Information was supported by the application of Generic, specific and meta-competences of the supervisor scale (Cunha, Cruz, Menezes & Albuquerque, 2017) and Supervisor Core competencies scale (Cunha & Albuquerque, 2017), available online in the academic institution site. 

Results: The study allows us to conclude that the most important characteristics necessary for the mentor teacher, for college students, are the supervisor's generic skills (average = 4.36 and SD = 0.47), and personal factors (averagde = 4.83 and SD = 0.46). The supervisor's core competencies predicts the supervisor's generic, specific and meta-competencies skills, explaining their 70% variation. The results support the importance of the assignment of a mentor teacher in college (87.5%), and the monitoring should be effective from the 1st to the 3rd / 4th year (60.4%). They also suggest the preference of daily sessions (51.6%) in the training place (52.4%), lasting less than one hour (49.7%).

Conclusions: The importance of monitoring the pedagogical competences of supervision and mentoring emerges from the study and the results suggest that the students of higher education value the existence of a mentor teacher, so their attribution is pertinent to consolidate the mission all dimensions of pedagogical action.

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Author Biography

Madalena Cunha, Health School of the Polytechnic Institute of Viseu, Portugal, UNICISA-E, ESEnfC, Coimbra, Portugal, CIEC, UMinho, Braga, Portugal

Enfermagem

References

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Published

2019-04-16

How to Cite

Cunha, M., Duarte, J., Marques, A. I., Gomes, A. L., Nascimento, D. A., Pereira, J. M., Lopes, J., Murtinheira, M. S., Rosa, R., Gonçalves, S., Aparício, G., & Andrade, A. (2019). Generic and specific competences of the mentor teacher: higher education students perception in the health area. Millenium - Journal of Education, Technologies, and Health, 2(3e), 31–46. https://doi.org/10.29352/mill0203e.03.00187

Issue

Section

Education and Social Development Sciences