Larisa I. Tararina

The article is devoted to the problem of improving pedagogical skills in the process of preventing, identifying and eliminating professional deficits in the context of rapid changes, the need for constant updating of education and advanced training of teachers. The aim of the article is to actualize the problem of teacher training in the context of deficit mentoring based on integrated, system–activity, qualimetric, personality-oriented approaches. It is obvious that the renewal of education is possible only in conditions of identifying and prompt eliminating the emerging educators’ professional deficits, which is facilitated by mentoring and mutual guidance, stimulating the motivation of self-improvement of the teacher. Mentoring for a teacher who has a high degree of basic psychological and pedagogical competences and focuses on systemic self-development is becoming one of the means of identifying emerging professional deficits. The importance of identifying professional deficits is related to the fact that a modern teacher needs to constantly acquire new knowledge and competences in order to improve pedagogical skills. It is shown that one of the means of solving this problem is deficit mentoring, the essence of which is that such partnerships are mutually beneficial and contribute to the professional development of all parties involved. The characteristics of the main types of mentoring activities and means of teacher training are analyzed and it is proved that deficit mentoring provides teacher training in a situation of uncertainty, the need to acquire new knowledge and competences. In order to substantiate the relevance of the problem under consideration, interviews were conducted with teachers from the Institute of Psychology and Education of Kazan Federal University (Kazan), Bauman Moscow State Technical University (Moscow), Moscow State Institute of Physics and Technology (Moscow State Technical University), Russian State Social University (Moscow). Based on the survey results, it was revealed that the problem of professional development in the context of mentoring is relevant and it is becoming in demand in the context of systemic self-development of teachers. The theoretical significance of the study lies in the analysis of the concept of " deficit mentoring" and the specifics of the interaction of the parties in this type of mentoring. The practical significance lies in the fact that the presented recommendations contribute to improving the effectiveness of interaction between the mentoring parties in order to prevent, identify and eliminate professional deficits as one of the key means of teacher training.

The lack of agreement between labor market and the market of educational services, shortage of qualified personnel, the lack of effective partnerships between the system of higher and vocational education, the lack of working professions’ prestige – all this actualized the study of higher and vocational education integration problem, providing effective training of qualified personnel in demand in the modern labor market. In this regard, the purpose of this study is to reveal the integrative relations of higher and vocational education organizations at content and methodological levels. The leading approach to the study of this problem is an integrative approach that ensures the integrity and continuity of the content and methodological components of higher and vocational education systems. The article reveals the integrative relations of higher and vocational education institutions on the content level, which suggests the consistency of the educational curricula of vocational college and University in related specialties; consistency of academic disciplines’ content in college and University; consistency of training and methodological support's content and on the methodological level, suggesting consistency of forms and methods of teaching in College and University; the similarity of learning activities and types of knowledge control for students. The relationship of content and methodological components of higher and vocational education systems helps to reduce the duration of training, providing continuity, variability and flexibility of professional curricula; to focus on the practical component of training; to form specialist’s integral characteristics of thinking and activities; to ensure social protection through the acquiring of working professions, qualification of technician and engineer; to provide for students the possibility to choose their own educational and career paths; to reduce the period for students’ professional adaptation and let them stay in the workplace.