Abstract
The article describes the experience and presents the results of a study on solving the problems of mentoring teachers in general education organizations. The features and organizational and pedagogical conditions for the development of teacher mentoring on the basis of cooperative interaction “school — university” are considered. The author`s interpretation of the obtained experimental data on the “professional deficits” of teachers and teachers-mentors is presented. The experience of advanced training of teachers-mentors, aimed at mastering the skills of designing personalized mentoring models, is reflected. The technology of stageby-stage construction of a single scientific and methodological space for accompanying and supporting teachers is described.
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