Keyword: «historical and logical approach»

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.