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

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.

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