Pedagogical mentoring in the process of adaptation of young teachers to professional activities

Abstract

Aim. To analyze characteristic features of various role models of interaction between mentors and a young teacher.Material and methods. During the research process, the analysis method was used in accordance with the following criteria: goal setting, individual character, plan for the gradual inclusion of young teachers in teaching, methodological, research and educational activities.Results. In the study process, the following role models of interaction between mentors and a young teacher were identified: mentormethodologist — young teacher model; mentor-subject teacher — young teacher; flash mentoring model. The result of proper management of mentors is a high level of involvement of young and new specialists in pedagogical work, methodological, educational work of a young specialist, as well as in the cultural life of an educational organization.Conclusion. We revealed that the introduction of an individual mentoring approach for young teachers helps ensure not only an increase in the personal achievements of a young specialist, but also their inclusion in teaching activities, the social life of an educational organization, increased self-confidence, the development of self-realization and adaptation to the profession. This methodology allows not only to prepare a teacher for his main job, but also to implement him as a fullfledged participant in the Federal project "Young Professionals".