Additional Info

• Period of implementation: 100 Hours
• Country where the practice was developed : Slovenia
• Provider of the practice : SIC Ljubljana
• Targetg group: 17-19 y.o. students, EQF 4 level
• How to implement the practice :

  Before the beginning of the new school year, new teachers without prior knowledge of pedagogy and andragogy receive a manual containing different forms, guidelines for online lessons applications and a list of contacts who manage a certain area. Teachers are divided into groups for each technological science. Within each group a new teacher is assigned a mentor who supervises his progress.

  Such groups hold monthly meetings during which they review their progress, analyse the work that has been done and look for solutions to the problems a new teacher might have.

• Prerequisite knowledge:
  • - Operation of machining machines
  • - Materials
  • - Electrical sources
  • - Programming of controllers
  • - Electrical components
  • - Preparation of electrical and mechanical technical documentation.
  • - Methodical and didactic knowledge
  • - Ability to lead groups
  • - Ability to recognise psychophysical states
  • - Ability to adapt to dynamic work.
• Main learning outcomes from the practice :
  • - Recognising the needs of the workplace
  • - Understanding the requirements for the position and corresponding tasks
  • - Interpreting the curriculum and implements it during the school year while taking the students’ interests into consideration.
  • - Appling good practices of the mentor and implements them in his lessons
  • - Analysing his own completed work
  • - Evaluating his own completed work
  • - Correcting the mistakes of the previous school year and reorganising the curriculum accordingly.
• Needed/Suggested digital tools:
  • - Computer
  • - Controller
  • - Measuring instruments
  • - Software  
• The practice was carried: : In Classroom or Lab
• Critical points to shift towards STEM learning and solutions:

  Teachers are required to use the software environment to monitor teaching process and the statistics of students’ progress. Before they begin teaching they participate in a short training programme for the work with software applications

• Positive aspects of participatory learning :

  Together with his mentor the new teacher detects his mistakes and improves his work. His mistakes are entered into the manual for the new teachers. 

• Negative aspects of participatory learning:
  • - The teacher analyses his mistakes in too much detail, which means he can get stuck and as a result does not correct the mistake.
  • - Characters of new teacher and his mentor are not compatible
  • - The new teacher and his mentor do not stick to the plan.