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| 1 | The high demand for pedagogical personnel in the country highlights the relevance of accelerated professionalization of future teachers and, consequently, the development of a scientific and practical problem of finding organizational and pedagogical conditions that contribute to the professional development of future teachers during their university studies. The author’s idea is based on the assumption that student mentoring has a high educational potential as a professional trial for future teachers, and that engaging in it will ensure their effective professional development during their professional training. However, the impact of mentoring activities on the subject of their implementation has not been sufficiently explored in contemporary research. The purpose of this article is to present the results of designing organizational and pedagogical conditions for the professional development of future teachers based on student mentoring. Among the key organizational and pedagogical conditions, the following are identified: reliance on the conceptual and methodological foundations of professional development of a personality, methodology and technology of professional teacher education, scientific concepts of mentoring in education; theoretical justification, development and implementation of a model of professional development of future teachers by means of student mentoring; cascade (based on the principle of gradually increasing the complexity and variety of mentoring samples) a method of introducing students of a pedagogical university to mentoring activities; the system-forming basis of student mentoring is the acme-oriented educational space of a pedagogical university; organizational, methodological and criteria-diagnostic support for the process of professional development of future teachers by means of student mentoring. In conclusion, the practical significance and applicability of these organizational and pedagogical conditions in the practice of professional training of future teachers at universities are formulated, and the main advantages and risks of applying these organizational and pedagogical conditions are analyzed. Ways to minimize the identified risks of involving future teachers in mentoring activities are proposed. This development has been implemented in the educational process at Tomsk State Pedagogical University, and in the future, this experience can be replicated and disseminated among pedagogical universities and colleges. The theoretical significance of the development lies in the generalization and systematization of the types of student mentoring, the clarification of its educational potential, and the justification of a set of scientific approaches, theories, and concepts that form the theoretical and methodological basis for supporting the professional development of future teachers through student mentoring. Keywords: future teacher, professional development, student mentoring, teacher education | 1 | ||||
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