Organizational and pedagogical conditions for the professional development of future teachers based on student mentoring
DOI: 10.23951/2307-6127-2026-5-79-87
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
References:
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16. Antipin S. G. Traditsii nastavnichestva v istorii otechestvennogo obrazovaniya. Avtoref. dis. kand. ped. nauk [The tradition of mentoring in the history of Russian education. Abstract. of thesis cand. ped. sci.]. Nizhniy Novgorod, 2011. 30 р. (in Russian).
17. Kruglova I.V. Nastavnichestvo kak usloviye professional’nogo stanovleniya molodogo uchitelya. Dis. kand. ped. nauk [Mentoring as a condition for the professional development of a young teacher. Diss. cand. ped. sci.]. Moscow, 2007. 178 p. (in Russian).
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19. Fyodorov O.D. Teoriya i praktika sotsial’no-pedagogicheskogo soprovozhdeniya uchitelya v protsesse yego professional’nogo stanovleniya. Avtoref. dis. kand. ped. nauk [Theory and Practice of Social and Pedagogical Support for Teachers in the Process of Their Professional Development. Abstract. of thesis cand. ped. sci.]. Moscow, 2022. 42 р. (in Russian).
20. Fomin E.N. Kompetentnostno-oriyentirovannoye nastavnichestvo studencheskoy molodezhi na sovremennom predpriyatii kak resurs kachestva professional’noy podgotovki. Dis. kand. ped. nauk [Competency-Based Mentoring of Student Youth in a Modern Enterprise as a Resource for Quality Professional Training. Diss. cand. of ped. sci.]. Moscow, 2013. 190 р. (in Russian).1. Smyshlyayeva L.G., Dyomina L.S., Shelekhov I.L. et al. Nastavnichestvo sverstnikov kak professional’naya proba dlya budushchikh pedagogov v sfere profilaktiki deviantnogo povedeniya nesovershennoletnikh [Peer mentoring as a professional test for trainee teachers in the sphere of deviant behavior prevention of minors]. Advances in Intelligent Systems and Computing, 2018, vol. 677, pp. 37–43. DOI 10.1007/978-3-319-67843-6_5
2. Dyomina L.S. Osobennosti realizatsii pozitsii nastavnika v rabote prepodavatelya pri podgotovke budushchikh sotsial’nykh pedagogov v vuze [Features of implementing the mentor’s position in the work of a teacher in the training of future social educators at a university]. Nastavnichestvo dlya professionalov budushchego: materialy V Vserossiyskoy nauchno-prakticheskoy konferentsii, Tomsk, 20–23 avgusta 2024 goda [Mentoring for the Professionals of the Future: Proceedings of the 5th All-Russian Scientific and Practical Conference, Tomsk, August 20–23, 2024]. Voronezh, Stroki Publ., 2025. Рp. 54–59 (in Russian).
3. Korytova G.S., Smyshlyaeva L.G., Kravchenko O.I., Nasonov D.B. Razvitiye praktiki trudovogo nastavnichestva pri organizatsii vremennogo trudoustroystva nesovershennoletnikh kak aktual’noye napravleniye nauchno-pedagogicheskikh issledovaniy [The development of labor mentoring practices in the organization of temporary employment for minors as an urgent area of scientific and pedagogical research]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2017, vol. 12 (189), pp. 177–183 (in Russian). DOI: 10.23951/1609-624X-2017-12-177-183
4. Gaziyeva I.A. Sotsial’naya sreda kak faktor izmeneniya tsennostey studencheskoy molodyozhi [The social environment as a factor in changing the values of student youth]. Vyssheye obrazovaniye v Rossii – Higher Education in Russia, 2024, vol. 33, no. 2, pр. 54–72 (in Russian). DOI 10.31992/0869-3617-2024-33-2-54-72
5. Roters T.T., Mal’tseva T.E. Sub’’yekttsentristskaya paradigma obrazovaniya: neobkhodimosti poiska i vozmozhnosti dostizheniya [The Subject-Centered Paradigm of Education: The Need for Search and the Possibility of Achievement]. Chelovek. Nauka. Sotsium, 2023, no. 1 (13), pp. 8–27 (in Russian).
6. Kasatkin P.I., Korenev A.A., Gulov A.P., Kosyreva E.M. Tsennostnyye oriyentatsii pedagoga: lichnostnyy vybor ili komponent soderzhaniya obrazovaniya? [Teacher’s value orientations: personal choice or component of educational content?]. Vyssheye obrazovaniye v Rossii – Higher Education in Russia, 2026, vol. 35, no. 2. Рр. 10–35 (in Russian). DOI 10.31992/0869-3617-2026-35-2-10-35
7. Pozdeeva S.I. Nastavnichestvo kak deyatel’nostnoye soprovozhdeniye molodogo spetsialista: modeli i tipy nastavnichestva [Mentoring as an Activity Support for Young Specialists: Models and Types of Mentoring]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2017, no. 2 (16), pp. 87–91 (in Russian). DOI: 10.23951/2307-6127-2017-2-87-91
8. Klarin M.V. Sovremennoye nastavnichestvo: novyye cherty traditsionnoy praktiki v organizatsiyakh XXI veka [Modern Mentoring: New Features of Traditional Practice in 21st Century Organizations]. ETAP: Ekonomicheskaya teoriya, analiz, praktika, 2019, no. 6, pp. 92–112 (in Russian).
9. Krichevskiy B.V. Iskusstvo byt’ nastavnikom [The Art of Being a Mentor]. Nepreryvnoye obrazovaniye, 2017, no. 3 (21), pp. 6–7 (in Russian).
10. Makarova T.N., Makarov V.A. Nastavnichestvo kak forma povysheniya professional’nogo masterstva uchitelya [Mentoring as a form of teacher professional development]. Upravleniye sovremennoy shkoloy. Zavuch, 2007, no. 6, pp. 54–73 (in Russian).
11. Panfilova A.P. Nastavnichestvo i obucheniye na rabochem meste: terminologicheskiy analiz zarubezhnykh metodov [Mentoring and On-the-Job Training: A Terminological Analysis of Foreign Methods]. Sovremennyye tekhnologii upravleniya – Modern Management Technology, 2016, no. 12 (72), pp. 11–19 (in Russian). URL: https://sovman.ru/article/7202/ (accessed 5 July 2026).
12. Rodichev N.F. Otechestvennyy i zarubezhnyy opyt proforiyentatsionno znachimogo nastavnichestva [Domestic and foreign experience of career guidance mentoring]. Sbornik luchshikh mirovykh tekhnologiy i praktik po voprosam razvitiya i upravleniya talantami [A collection of the best global technologies and practices in talent development and management]. Ed. S.S. Gilya, M.A. Sikorskaya-Dekanova. Kazan, 2015. 40 р. (in Russian).
13. Dyomina L.S., Nasonov D.B. Vozmozhnosti professional’noy proby dlya stanovleniya akmeoriyentirovannoy sistemy vospitatel’noy raboty v pedagogicheskom vuze [Opportunities for professional testing to establish an acme-oriented educational system in a pedagogical university]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2017, vol. 12 (189), pp. 30–36 (in Russian). DOI 10.23951/1609-624X-2017-12-30-36
14. Lyamina M.M. Nastavnichestvo kak sposob professional’noy sotsializatsii molodykh spetsialistov [Mentoring as a way of professional socialization for young specialists]. Sovremennyye problemy teorii i praktiki sotsial’noy pedagogiki: materialy XIV Vserossiyskoy nauchno-prakticheskoy konferentsii, Tomsk, 20 dekabrya 2024 goda [Contemporary Issues in the Theory and Practice of Social Pedagogy: Proceedings of the XIV All-Russian Scientific and Practical Conference, Tomsk, December 20, 2024]. Tomsk, TSPU Publ., 2025. Рp. 152–159 (in Russian).
15. Rozhkova L.V. T’yutorstvo i nastavnichestvo v soprovozhdenii professional’nogo samoopredeleniya studentov meditsinskikh kolledzhey: sushchnost’ i razgranicheniye funktsiy [Tutoring and mentoring in the support of professional self-determination of medical college students: the essence and delineation of functions]. Sovremennyye problemy teorii i praktiki sotsial’noy pedagogiki: materialy XV Vserossiyskoy nauchno-prakticheskoy konferentsii, Tomsk, 26–27 fevralya 2026 goda [Contemporary Issues in the Theory and Practice of Social Pedagogy: Proceedings of the XV All-Russian Scientific and Practical Conference, Tomsk, February 26–27, 2026]. Tomsk, TSPU Publ., 2026. Рp. 147–151 (in Russian).
16. Antipin S. G. Traditsii nastavnichestva v istorii otechestvennogo obrazovaniya. Avtoref. dis. kand. ped. nauk [The tradition of mentoring in the history of Russian education. Abstract. of thesis cand. ped. sci.]. Nizhniy Novgorod, 2011. 30 р. (in Russian).
17. Kruglova I.V. Nastavnichestvo kak usloviye professional’nogo stanovleniya molodogo uchitelya. Dis. kand. ped. nauk [Mentoring as a condition for the professional development of a young teacher. Diss. cand. ped. sci.]. Moscow, 2007. 178 p. (in Russian).
18. Nesterova O.A. Povysheniye kachestva professional’noy podgotovki studentov pedagogicheskogo vuza v deyatel’nosti kuratora akademicheskoy gruppy. Dis. kand. ped. nauk [Improving the quality of professional training for students at a pedagogical university through the activities of an academic group curator. Diss. cand. ped. sci.]. Moscow, 2009. 206 р. (in Russian).
19. Fyodorov O.D. Teoriya i praktika sotsial’no-pedagogicheskogo soprovozhdeniya uchitelya v protsesse yego professional’nogo stanovleniya. Avtoref. dis. kand. ped. nauk [Theory and Practice of Social and Pedagogical Support for Teachers in the Process of Their Professional Development. Abstract. of thesis cand. ped. sci.]. Moscow, 2022. 42 р. (in Russian).
20. Fomin E.N. Kompetentnostno-oriyentirovannoye nastavnichestvo studencheskoy molodezhi na sovremennom predpriyatii kak resurs kachestva professional’noy podgotovki. Dis. kand. ped. nauk [Competency-Based Mentoring of Student Youth in a Modern Enterprise as a Resource for Quality Professional Training. Diss. cand. of ped. sci.]. Moscow, 2013. 190 р. (in Russian).
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Issue: 5, 2026
Series of issue: Issue 5
Rubric: METHODOLOGY AND TECHNOLOGY OF VOCATIONAL EDUCATION
Pages: 79 — 87
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