Keyword: «mentoring»

The relevance of the study on the topic of retraining and advanced training of teachers is due to the need for lifelong education to adapt to rapidly changing conditions. There is a need to improve the system of further professional education for teachers of foreign languages because of the rapid development of science, technology and the growing role of a foreign language as a means of intercultural communication and transferring of professional information in the modern world of globalization, integration and digitalization. Teachers of foreign languages working in a higher professional school must periodically undergo retraining or advanced training in accordance with the need to meet the current requirements of the methodology of foreign languages teaching and have information on the students’ specialization. The purpose of the article is to identify the needs of the system of retraining and advanced training of foreign languages teachers of the military higher school and present practical recommendations to novice teachers of a higher military school to overcome the difficulties of adaptation. Scientific methods of analyzing the literature on the problem of research, extrapolation of pedagogical experience and expert survey were used. Both domestic and foreign researchers recognize the need to modernize the system of additional professional education, develop professional autonomy of teachers, preserve the continuity of classical ideas of the methodology of foreign languages teaching and introduce innovative technologies into teaching practice, primarily information and communication ones. The survey, in which 45 foreign languages teachers of military higher school took part, showed the need for language courses for special purposes for teachers of higher education, and demonstrated that universities differently solve the problem of adapting new teachers to the educational environment of a specialized non-linguistic university. Adaptation options are offered such as mentoring, a novice teacher's school, additional training and retraining courses, and independent adaptation. Recommendations are given on the organization of advanced training courses for teachers of foreign languages in the higher military school. It is preferable to include the relevant topics into the content of the courses, such as the basics of military affairs, language for special purposes. It is recommended to take into account the strict regulation of educational activities in military higher school; involve mentors, training specialists; organize attending the classes of leading teachers.

The article focuses on mentoring as an effective tool of organizing and mediating the work of foreign students in the university. The author describes peculiarities of adaptation of foreign students specifying the role of mentor-mediator at each stage of the educational and adaptational processes. Real life and aca-demic cases are provided to illustrate the author’s ideas.

The article describes new career guidance practices that have become widespread in foreign countries: internships, career parks, volunteering, mentoring, free year. The possibility of their spreading in our country is analyzed. The comparative results of a survey of young people in relation to participation in these practices are shown.

The wide spread of various mentoring practices in universities has actualized the issue of studying and systematizing their influences on students, teachers, non-teaching staff and the organization as a whole. This study is devoted to the variety of types, aspects, elements, relationships, internal and external factors of mentoring practices functioning at the university. The study was carried out in line with the systems approach. The author made an attempt to form understanding of mentoring as a meta-practice that determines the humanistic core of higher education and contributes to the implementation of the mission to help a person find his/her purpose, mastering ways to achieve this purpose. The relevance of this problem is due to the increasing speed and complexity of political, economic, social, technological changes in the environment, often having a nature that threatens the successful personal development of individuals participating in educational relations. The purpose of the article is to analyze the meta-functions of mentoring, such as development, involvement, increasing trust, promoting uniqueness and diversity, and also to substantiate the essence of mentoring as a meta-practice to support the humanistic vector in the development of higher education. The author uses systems, transdisciplinary, humanistic approaches and theory of change to develop a mentoring model as a meta-practice that supports the humanistic development of the university. She also explains the need to study the effects of introducing formal mentoring programs when designing university development strategies. The theoretical significance of the study is ensured by the substantiation of the key idea of mentoring at the university to promote the achievement of independence and self-efficacy of the individual, as well as by updating the role of mentoring in the formation of a program of change in higher education in the context of technocratization, digitalization and dehumanization of the environment. The practical significance is as follows: the concept of mentoring as a meta-practice has been developed; the threats to the implementation of the humanistic role of mentoring in the development of universities are substantiated; recommendations were formulated for the university to design and “live” the meta-practice of mentoring as a necessary and important part of its life.