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Home Issues 2022 Year Issue №4 FEATURES OF THE IMPLEMENTATION OF MENTORING IN UNIVERSITIES: EXPERIENCE AND ANALYSIS OF EMPIRICAL RESEARCH
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Яндекс.Метрика

FEATURES OF THE IMPLEMENTATION OF MENTORING IN UNIVERSITIES: EXPERIENCE AND ANALYSIS OF EMPIRICAL RESEARCH

Vakhitova Galiya Khamitovna, Safina Aelita Maratovna, Khakimova Nailya Gazizovna

DOI: 10.23951/2307-6127-2022-4-107-114

Information About Author:

Vakhitova G. H., Candidate of Pedagogical Sciences, Associate professor, Tomsk State Pedagogical University (ul. Kiyevskaya, 60, Tomsk, Russian Federation, 634061). E-mail: galija2000@mail.ru Safina A. M., Candidate of Pedagogical Sciences, Associate professor, Naberezhnye Chelny State Pedagogical University (ul. Nizametdinova, 28, Naberezhnye Chelny, Russian Federation, 423806). E-mail: sam7mam@mail.ru Khakimova N. G., Candidate of Pedagogical Sciences, Associate professor, Naberezhnye Chelny State Pedagogical University (ul. Nizametdinova, 28, Naberezhnye Chelny, Russian Federation, 423806). E-mail: 340268@mail.ru

The article reveals the organizational and content possibilities of a pedagogical university that contribute to the professional development of young teachers. The approaches of two pedagogical universities to the organization of mentoring are described. It is indicated that a mentor in modern conditions should perform different roles: from a consultant to a tutor and a coach. As practice shows, it is the ability of a mentor to perform various roles that makes it possible to develop and expand the professional competencies of young specialists and form a stable motivation for professional activity. In Naberezhnye Chelny one of the mechanisms for mentoring is postgraduate support for young professionals. As an example of the peculiarities of the organization of mentoring in Tomsk, the experience of working together in the center of quasi-professional activity, where students can carry out professional activities in the organization of pre-school education, their first professional tests under the guidance of teachers-mentors is given. The article presents the results of a questionnaire survey of graduate groups of Naberezhnye Chelny and Tomsk State Pedagogical Universities in a comparative context. The authors concluded that different respondents, divided not only geographically, but also mentally, may have different opinions. The results of a survey of respondents from different universities can guide the teaching community to work on consolidating collegial efforts to create and implement joint projects, programs and events.

Keywords: mentoring, postgraduate support, professional adaptation, questioning, young specialist, mentor qualities

References:

1. Vakhitova G. H. Osobennosti realizatsii nastavnichestva v podgotovke studentov v oblasti predshkol’nogo obrazovaniya [Features of the implementation of mentoring in the preparation of students in the field of pre-school education]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2017, vol. 2 (16), pp. 92–99. DOI: 10.23951/2307-6127-2017-2-92-99 (in Russian).

2. Arzhanykh E. V. Rol’ instituta nastavnichestva v professional’nom stanovlenii molodykh pedagogov [The role of the mentoring Institute in the professional development of young teachers]. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2017, vol. 4 (22), pp. 27–37 (in Russian).

3. Masalimova A. R. Model’ kompetentsiy sovremennogo nastavnika [The competence model of a modern mentor]. Professional’noye obrazovaniye v Rossii i za rubezhom – Professional education in Russia and abroad, 2012, vol. 4, pp. 104–108 (in Russian).

4. Pozdeeva S. I. Soprovozhdeniye professional’nogo razvitiya molodogo pedagoga v shkole: organizatsiya nastavnichestva [Accompanying the professional development of a young teacher at school: organizing mentoring]. Sibirskiy uchitel’ – Siberian teacher, 2017, vol. 2 (111), pp. 34–38 (in Russian).

5. Falyakhov I. I. Diversifikatsiya modeley nastavnichestva: mentor, t’yutor, kouch, fasilitator i identifikatsiya ikh gotovnosti k osushchestvleniyu nastavnicheskoy deyatel’nosti [Diversification of mentoring models: mentor, tutor, coach, facilitator and identification of their readiness to carry out mentoring activities]. Kazanskiy pedagogicheskiy zhurnal – Kazan Pedagogical Journal, 2016, vol. 2, pp. 45–49 (in Russian).

6. Chervonnyy M. A. Pedagogicheskoye soprovozhdeniye podgotovki budushchikh pedagogov na osnove nastavnichestva v integrirovannom obrazovatel’nom prostranstve vysshego pedagogicheskogo i dopolnitel’nogo obrazovaniya [Pedagogical support for the training of future teachers on the basis of education in a comprehensive educational space of higher pedagogical and additional education]. Vestnik Tomskogo gosudarstvennogo universiteta – Tomsk State University Journal, 2018, vol. 432, pp. 199–204 (in Russian).

7. Vakhitova G. H. Organizatsiya nastavnichestva v kontekste polisub’’yektnogo vzaimodeystviya v predshkol’nom obrazovanii [Organization of mentoring in the context of polysubject interaction in pre-school education]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – Tomsk State Pedagogical University Bulletin, 2018, vol. 3 (17), pp. 140–143. DOI: 10.23951/1609-624X-2018-8-140-143 (in Russian).

8. Grevtseva G. Ya., Kotlyarova I. O., Serikov G. N., Fakhrutdinova A. V., Tsiulina M. V. Metodologicheskiye podkhody k podgotovke studentov k professional’noy innovatsionnoy deyatel’nosti [Methodological approaches to preparing students for professional innovation activities]. Vestnik Tomskogo gosudarstvennogo universiteta – Tomsk State University Journal, 2021, vol. 462, pp. 181–191 (in Russian).

9. Alekseyev S. G., Kir’yash O. A., Rabochikh T. B. Aspekty organizatsii postdiplomnogo soprovozhdeniya vypusknikov pedagogicheskogo vuza v usloviyakh formirovaniya natsional’noy sistemy uchitel’skogo rosta [Aspects of the organization of postgraduate support for graduates of a pedagogical university in the context of the formation of a national system of teacher growth]. Nauka o cheloveke: gumanitarnyye issledovaniya – Human Science: Humanitarian Studies, 2018, vol. 4 (14), pp. 112–118 (in Russian).

10. Khakimova N. G., Khusnutdinova R. R. Nastavnichestvo v vuze kak usloviye formirovaniya nastavnicheskikh kompetentsiy u studentov k rabote s odarennymi det’mi [Mentoring at the university as a condition for the formation of mentoring competencies for students to work with gifted children]. Materialy mezhdunarodnoy nauchno-prakticheskoy konferentsii “Molodoy pedagog: adaptatsiya i professional’noye stanovleniye” [Materials of the international scientific and practical conference “Young teacher: adaptation and professional development”]. Kazan, 2019. Pp. 240–245 (in Russian).

vakhitova_g._k._107_114_4_44_2022.pdf ( 397.51 kB ) vakhitova_g._k._107_114_4_44_2022.zip ( 389.37 kB )

Issue: 4, 2022

Series of issue: Issue 4

Rubric: HIGHER EDUCATION

Pages: 107 — 114

Downloads: 1030

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