Keyword: «mentoring models»

The goal is to work out and test a program for implementing mentoring in pairs as a basis for developing the personal potential of a mentor and a troubled teenager, taking into account their individual characteristics. The study has been conducted on the basis of the Central Educational Institution No. 27 and Tula State Pedagogical University named after L.Tolstoy, which teenagers, senior schoolchildren, and students have attended. Research methods include theoretical ones (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical ones (questionnaires, testing, pedagogical experiment); and methods of quantitative and qualitative analysis. The diagnostic program includes the following methods: «Questionnaire of interpersonal relations» (author – A. A. Rukavishnikov), «Communicative and organizational inclinations» (authors – V. V. Sinyavsky, B. A. Fedorishin), «Unfinished sentences», the test «Who am I?» (author – M. Kuhn). Based on the results of the study of troubled teenagers and mentors from among students and senior schoolchildren, a program for the development of mentoring in pairs is compiled in order to form a positive image of a mentor–friend for troubled teenagers, prevent deviant behavior through inclusion in various activities, and provide systematic assistance to troubled teenagers. The development of mentoring relationships is based on the principles of trust, dialogue and constructive partnership, and mutual enrichment, as well as the direct transfer of personal and practical experience and knowledge. The content of the mentor training program includes the following sections: «I am a mentor», «How to become a mentor for a troubled teenager», «Steps of cooperation», «To help a mentor», «Feedback». The authors' approach to the content of the program consists in the development at mentors from among students and senior schoolchildren of models of positive prevention of deviant behavior of troubled adolescents in extracurricular activities. The analysis of the implementation of the mentoring program shows that the presence of a mentor-friend has a positive effect on the formation of positive behavioral patterns of a troubled teenager. Mentors help teenagers to reveal their personal potential by personal example and develop themselves as a pair (team), helping the younger ones. Mentoring at the same time is a way of direct and indirect personal influence of the mentor on the troubled teenager. For the mentor, such work turns into an element of personal improvement and self-development, acting as a test for a person in the future profession.

The topic of the article is defined by high social demand for mentoring in Higher Education. Mentoring models make it possible to create favorable conditions for achieving high results in the field of education in the form of developing relevant professional competences in students. The article examines the methodological foundations and contemporary approaches to modelling mentoring technologies in the educational process with an example of using one of the approaches in mentoring foreign students at a Russian university. An analysis of both domestic and international literature reveals L.S. Vygotsky's concept of the «zone of proximal development» as a scientific origin for modern mentoring technologies. The paper discusses three key models: «scaffolding» as a modern variant combining sociocultural theory of development and Vygotsky's concept, which involves dynamic adjustment of support levels in teaching based on the current needs of learners; Biggs' model, which outlines the stages of presage, process, and product; and the GROW model, focused on personal growth and goal-setting, encompassing stages of self-analysis, understanding current reality, generating alternatives, and choosing a way forward. Each model emphasizes the importance of active mentor participation and the adaptation of approaches based on learners' needs for effective acquisition of knowledge and skills. It is noted that there is a mutual intensification of self-realization processes for both mentees and mentors. Scaffolding of the development of foreign students’ creative potential has been examined within the framework of the practical part of the research. Mentoring models allow creating favourable conditions for achieving high indicators in the field of education, namely, the formation of professional competence. The high personal development potential of mentoring allows analysing the optimal conditions for self-realization of students in educational and cognitive activities. Mentoring technologies involve providing high-quality pedagogical support to students in modern conditions. Integrating mentoring technologies into the educational process through the use of Vygotsky's concept and the scaffolding, Biggs, and GROW models not only methodologically improves the educational process but also promotes the development of critical thinking, independence, and confidence among learners, which has long-term positive effects on their personal and professional development.