Evgenii Yu. Ivanov

Recently, the Russian government has shown increased interest in mentoring as an effective informal education practice. These trends also exist in the law enforcement sphere. However, the internal affairs bodies lack pedagogical tools for mentoring and training of managers to organize mentoring, including at the historical and theoretical level. It is precisely this contradiction that determines the relevance of the research. The goal is to reveal the historical and pedagogical aspect of training heads of internal affairs bodies for mentoring. The theoretical and methodological basis for this research was a transdisciplinary theory of education. The research utilized a historical-logical approach, employing analytical, generalizing, and historiographic methods. As a result of the conducted research, six historical stages in the development of ideas and practices of training mentors were identified: spontaneous-intuitive, spontaneous-empirical, spiritual-missionary, industrial-educational, systemic-institutional, and modern. The article argues that mentoring organizations in Russia and abroad differ in their understanding of its essence. In Russia, it is the intergenerational transmission of values and meanings, while abroad, it is the process of developing knowledge, skills, and personal qualities. The author identified four stages in the development of the institution of training mentors in the internal affairs bodies: the 1920s–1980s, the 1980s–1990s, the 2000s–2010s, and from 2020 to the present day. A historical and logical analysis of the literature allowed us to identify five main approaches to preparing heads of internal affairs bodies for mentoring: a traditional-reproductive approach, a personal activity-oriented approach, a competency-based approach, a system-activity approach, and a humanitarian-anthropological approach. The research argues that the main pattern is the direct dependence of training effectiveness on the intensity of changes in external and internal conditions. As literature analysis shows, the basis of training should not be instruction, but professional education that transmits the values of the profession from elders to juniors. The theoretical significance is determined by the fact that the article provides a historical and pedagogical description of the stages of mentoring development in accordance with the research problem. The practical significance lies in the specification of the choice of methodological approaches for organizing the training of heads of internal affairs bodies for mentoring.

The relevance of the study is determined by the increased attention on the part of the state to the problem of educating future defenders of the Fatherland, which is due to the difficult international and domestic political situation for Russia. Preserving and strengthening the traditions of the professions of service, which include police service, is becoming a priority educational task facing the teaching staff of the Suvorov military schools of the Ministry of Internal Affairs of Russia. One of the most difficult periods for Suvorov school students is considered to be the initial stage of training, when the adaptation and autonomisation of an older adolescent in a new environment, that is, socialization, takes place. In this case, the purpose of this work was to clarify the concept of socialization of students, its structure and characteristics. During the review of domestic and foreign literature, modern ideas about socialization, its semantic load, age characteristics of older adolescents, certain aspects of the processes of adaptation and self-determination, the importance of tradition in these processes were concretized. The methodological basis of the research is the philosophy of tradition, the concept of socialization, the theory of optimal social environment for an adolescent and humanistic ideas in building an educational environment of modern authors. To achieve the goal set in the study, theoretical methods of synthesis and analysis, including hermeneutical and comparative, were used. As a result of the study, the socialization of students of the Suvorov military schools of the Ministry of Internal Affairs of Russia at the initial stage of training is defined as a two-pronged process of adaptation of older adolescents to a subordinate environment and their self-realization in the future profession of a policeman. The structure of the socialization of first-year students is demonstrated, representing a complex of two multidirectional processes of adaptation and isolation, a community of educators and students of different ages, as well as ways of interaction between them. The signs of socialization are revealed: a culturally-based understanding of the police service as a profession of service, awareness and positive perception of belonging to the Suvorov brotherhood, active acceptance of the norms of the college dormitory, active involvement in the creation of educational events. The effectiveness of socialization consists in maintaining a balance between adaptation and isolation. The conclusions obtained in the study enrich the theoretical base in the field of training future personnel of the internal affairs bodies, set the necessary direction in the development of modern educational tools in the Suvorov military schools of the Ministry of Internal Affairs of Russia.