Abstract
The article substantiates that the pedagogical alliance of a pedagogical university and a school, including regional professional communities of teachers, makes it possible to effectively implement the technology of teacher mentoring, the leading characteristic of which is the achievement of cooperative interaction in the process of continuous professional development of teachers. The authors come to the conclusion that mentoring, organized on the basis of a pedagogical alliance between the pedagogical university and the school, contributes to the professional development of teachers and their consolidation in the profession.
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