Педагогическое наставничество как фактор профессионального самоопределения молодых педагогов: региональный аспект

Abstract

The article is devoted to the study of processes of formation of the institution of pedagogical mentoring in the conditions of the modern educational space. The author pays considerable attention to the analysis of mentoring from the position of professional self-determination as one of the important factors for the success of this process at the stage of professional adaptation of a young teacher. The author considers options for reviving the institution of mentoring in Russian schools as an effective way to integrate and socialize a young teacher, to form an understanding in the pedagogical community of the functionality of a mentor, the technology for implementing mentoring, and the interaction between a mentor and a young specialist. The article actualizes the need to develop a system model and apply mentoring technology for the professional development of a young specialist, reveals the main theoretical and methodological approaches to understanding this technology. Analysis of the difficulties faced by young teachers at the stage of entry into the professional activities is presented. Empirical data obtained by the author testify to a number of problems that young specialists face at the stage of entry into pedagogical activity (lack of free time, problems in organizing personal time, difficulties in teaching the subject, communicating with students and their parents). All this, in turn, actualizes the need to revive the institution of mentoring in order to solve a binary problem: help and support for young professionals, as well as reducing the teaching load for experienced teachers with a long teaching experience and school administration, whose mentoring functions are formalized. Along with the growing interest in the quality of training of a young teacher, it gives grounds for concluding that the scientific understanding of this issue is promising. The article draws the main conclusions and proposals for introducing the institution of mentoring into the school education system as part of a pilot approach in the Khabarovsk Territory with the aim of subsequently consolidating and replicating the experience of other interested subjects of the Far-Eastern federal district.