MENTORSHIP

Mentorship in Professional Practise

Mentorship in Professional Practise

Introduction

This report focuses on mentoring in professional practise. The first part presents mentoring as a support process, a process of teaching and finally, the relationships between teaching, learning and facilitation as applied in the context of practise. The second part evaluates through analysis of effective working relationships, the provision of an effective practice based teaching, learning and assessment environment. Finally, the last part of the report discusses the strategic relationships between assessment of and in practise, standards and professional accountability.

Learning Outcome 2: Critically analyse, through a reflective process, the relationships between teaching, learning and facilitation as applied in the context of practise.

He proposed that the facilitation of meaningful learning depends on the climate conducive to the facilitator (teacher) from attitudes to establish a personal relationship between facilitator and student; these are the authentic appreciation, acceptance, trust and empathy (Wenger 2009,p. 26).

Let me begin this chapter with a thought that would be surprising to some and perhaps offensive to others: I think teaching is a valued activity. Teach means to impart knowledge or skills instruction. Make known, that me goose bumps. Do not want anyone to know anything. Show, guide, direct. In my view, guided by showing or directing too many people (Sias 2008,p. 35). I conclude, from my point of view, teaching is a relatively unimportant and overrated. The concept of extension based on the assumption that everything that is taught, learned, and everything that occurs assimilated.

The teaching and transmission of knowledge making sense in a stable world. The so-called facts of history depend so heavily on the current customs and culture. We face a new situation entirely new in education, in which the purpose of this, if we are to survive, it must be facilitating change and learning. The only valid purpose for education in the modern world is change and confidence in the process, not inert knowledge. The facilitation of learning is an activity that can develop constructive responses, and flexible to changing some of the deeper problems that plague modern man. The process continued to lead the teacher to facilitate the learning of different types of knowledge: knowledge, skills and values. The act of teaching has to coincide with the act of producing learning. Where the student becomes the context of the learning process as they learn is to change ways of thinking, feeling, acting, learning transformed (Sias 2008,p. 273). Learning to teach is as important as teaching situations all end up as learning situations for students.

We are talking about a comprehensive dialectical process that responds to the demands of learning of knowledge, intellectual and physical development of the student and the formation of qualities and values feelings, all of which gives effect in general and in particular the objectives proposed for each level and the model of the professional. Thus, the teaching - learning implies that both the teacher and student teach and learn, regardless of their function, which involves not only instruction but whose final goal of ...