MENTORING AS A FORM OF SCIENTIFIC AND METHODOLOGICAL SUPPORT OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS

Abstract

Improving the professional training of future teachers - university students and young teachers is associated with their successful adaptation in the profession. The authors of the article associate the professional growth of young teachers and their adaptation in the educational organization with mentoring and consider it as an effective form of scientific and methodological support of teaching staff. The purpose of the article is to determine the main trends, conditions and forms of mentoring development in the domestic education system in comparison with international experience. Research methods . Psychological and pedagogical analysis of domestic and foreign literature on the role of mentoring in the development of young teachers; experimental methods are based on a survey, questionnaires of 147 young teachers (primary school teachers and subject teachers, work experience of young specialists from 1 to 3 years, age from 19 to 30 years) from 24 urban and rural schools (basic and secondary); 140 mentors (teachers with 10 to 52 years of experience and 33 to 73 years of age). Results Analysis of mentoring practices in Germany, Finland, Hungary, Portugal, Montenegro and others revealed that the effectiveness of this activity is influenced by: government participation in the development of mentoring programs; the presence of a system of moral incentives to provide mentoring activities; training mentors in the system of additional education in the forms and methods of accompanying young teachers; monitoring and self-assessment of educational deficits and their filling in the process of interaction in the mentoring dyad; stable intrinsic motivation for mentoring. The transition to a full-fledged mentoring system in an educational organization is possible subject to certain conditions and the implementation of the stages of work presented in the article. The obtained theoretical and empirical data allow us to formulate conditions that are important to take into account in the process of developing regional programs for mentoring and working with young teachers - graduates of pedagogical universities. These include: defining the subjects of the mentoring system and defining the functions of the entire vertical within the designated activity; creation in each educational organization of an open educational environment in which there is a place for educational initiatives, educational activity of both mentors and trainees; development of methods to stimulate mentoring activities in the professional community. Conclusion. Mentoring is an effective form of scientific and methodological support for the professional development of young teachers and creates a number of prerequisites for the professional development of a novice teacher and teacher-mentor. A voluntary partnership is beneficial for both the newly appointed teacher and the mentor, who, as part of the work with a new colleague at school, is given the opportunity to comprehend their own teaching practice.