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A TANÍTSUNK MAGYARORSZÁGÉRT MENTORPROGRAM EREDMÉNYESSÉGE

dc.contributor.authorKocsis, Nóra
dc.contributor.authorBocsi, Veronika
dc.date.accessioned2022-06-30T11:15:37Z
dc.date.available2022-06-30T11:15:37Z
dc.date.issued2022-06-30
dc.description.abstractThe 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).en
dc.formatapplication/pdf
dc.identifier.citationKülönleges Bánásmód - Interdiszciplináris folyóirat, Évf. 8 szám 2 (2022) , 87-101
dc.identifier.doihttps://doi.org/10.18458/KB.2022.2.87
dc.identifier.eissn2498-5368
dc.identifier.issue2
dc.identifier.jatitleKülönleges Bánásmód
dc.identifier.jtitleKülönleges Bánásmód - Interdiszciplináris folyóirat
dc.identifier.urihttps://hdl.handle.net/2437/335709en
dc.identifier.volume8
dc.languagehu
dc.relationhttps://ojs.lib.unideb.hu/kulonlegesbanasmod/article/view/11267
dc.rights.accessOpen Access
dc.rights.ownerKocsis Nóra, Dr. Bocsi Veronika
dc.subjectLet’s teach for Hungaryen
dc.subjectmentoring programen
dc.subjectunderprivilegeden
dc.subjectdisadvantage compensationen
dc.subjectepidemic situationen
dc.subjectdistance mentoringen
dc.titleA TANÍTSUNK MAGYARORSZÁGÉRT MENTORPROGRAM EREDMÉNYESSÉGEhu
dc.typearticleen
dc.type.detailedmagyar nyelvű folyóiratközlemény hazai lapbanhu

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