Keyword: «mentoring»

Mentors play a key role in training students while receiving vocational education in technical schools. This article examines the importance of the role of mentors in the learning process, the characteristics of food technology, and the methods mentors use to teach effectively. Through case studies and research, we demonstrate how mentors contribute to student success. This article explores the significant work experience of mentors, which shapes the professional skills and values of students. This contribution has led to the successful implementation of student projects and research at the republican and federal levels. The article also draws attention to the ethical and professional aspects of mentoring and highlights the importance of the role of mentors in shaping future food technology professionals.

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.

The problem of identifying and eliminating deficiencies in the organization of work on social adaptation of boarding institutions graduates is solved. The effectiveness of including the resource potential of non-profit organizations in the process of post-boarding school adaptation is noted. A proposal is made to implement supported employment based on an analysis of the experience of non-profit organizations in the Smolensk region. The main directions and forms of work of the mentor providing support are determined.

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 article examines the issues of youth mentoring as a social phenomenon that, at the present stage, requires new mechanisms and legislatively approved forms of existence and development. Interest in mentoring is due to the high need for highly qualified personnel, which can be formed through state policy of youth adaptation to working conditions and the transfer of skills and abilities within the framework of intergenerational continuity. The main provisions of mentoring require consolidation at the legislative level, including the development of mentoring system programs, a professional standard for a mentor, which will contribute to the development of society and the increase in human capital.