Mentorship as Educational Interaction

Abstract

The key idea of the article is the actualization of the topic of mentoring as a pedagogical technology of professional development on the example of modern realities in the field of education. The purpose of the article is to identify the factors in the development of modern formats of mentoring as an educational interaction. The dynamics of the definitions of the concept of “mentoringˮ is revealed, the key principles of mentoring, the specifics of the young generation of teachers are noted. The unifying principle behind the implementation of mentoring technology is learning by doing. Mentoring as a technology of professional formation and development has an impact not only on the development of the mentee, but also on expanding the boundaries of the professional skills of the mentor himself. The specifics of the conditions that determine the reboot of mentoring in the new reality are characterized. From the practice of professional educational organizations, higher education organizations, examples of popular forms, levels and technologies of mentoring are given. Pedagogical conditions (organizational, psychological and pedagogical, didactic) are revealed, from the position of which it is possible to evaluate the effectiveness of mentoring. The conclusion is made about the factors of development of modern formats of mentoring as an educational interaction.