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October 2020, № 5 (228), pages 91-98

doi: 10.25198/1814-6457-228-91

Ganaeva E.A., Maslovskaya S.V., Muratova A.A. MENTORING AS A RESOURCE OF TEACHER PROFESSIONAL DEVELOPMENTThe study is of interest to the professional development of a teacher-mentor in the context of modernization changes in the Russian education system. The introduction of a national system for the professional growth of a teacher, a new model of attestation of teaching staff actualizes the implementation of the mentoring methodology to provide high-quality professional support for teaching staff. The aim of the study was to identify the professional deficiencies of teachers-mentors, to determine the professional difficulties identified during the participation of teachers-mentors in the competitive movement. Based on the study of the content characteristics of the concepts of “mentoring”, “professional development”, “professional competence of a teacher-mentor”, the author’s definition of the competence of a teacher-mentor is proposed as the ability and readiness of a teacher-mentor for effective informal mutually enriching interaction with the mentor, building his individual strategy for professional growth ... We noted that the professional activity of a teacher-mentor is considered within the framework of “horizontal” continuous education of a teacher and is determined by the degree of conscious professional advancement, professional growth of both the mentored and the mentor himself. This requires a special share of responsibility in solving specific problems of acquiring professional and life experience, developing new professional competencies. In our opinion, the teacher-mentor, being a key figure in the mentoring program, must have successful professional experience, positive professional, personal and life results, the willingness and ability to share their experience, and provide professional support to the mentor. To highlight the criteria for the professional competence of a teacher-mentor, we turned to the necessary qualities of successful mentors, indicated in the Methodology (target model) of mentoring. The results of the study show that for purposeful work on the development and improvement of the institution of mentoring in a modern educational organization, it is necessary to develop and implement an in-house mentoring program, to create its high-quality resource support.Key words: mentoring, teacher-mentor, professional growth of a teacher, professional competence of a teacher-mentor, criteria, levels of formation of professional competence of a teacher-mentor.

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About this article

Authors: Ganaeva E.A., Maslovskaya S.V., Muratova A.A.

Year: 2020

doi: 10.25198/1814-6457-228-91

Editor-in-chief
Sergey Aleksandrovich
MIROSHNIKOV

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