Keyword: «mentoring»

The article is devoted to the problem of human capital development in the system of higher education by means of mentoring activities as one of the components of the competitiveness of a modern university. The relevance of the study stems from the fact that the majority of school graduates focused on university admission, which led to an imbalance, but currently the opposite process is taking place, as many school graduates choose colleges, which leads to a reduction in the number of applicants entering universities. This situation increases competition between universities, the effectiveness of which depends on human capital, and mentoring is one of its development factors. The aim of the article is to consider the impact of mentoring on the development of human capital as a condition for increasing the competitiveness of universities. In accordance with this goal, the main elements are identified and approaches to the content of the «mentoring» and «human capital» concepts are analyzed. In addition, the authors’ original definition of these concepts is proposed in relation to the activities of a university teacher. The authors found out that mentoring also contributes to the formation of communicative personal traits, teamwork skills, professional development and instills need for self-improvement. Based on a systemic activity-oriented, person centred approaches, the authors formulate such didactic conditions for the development of the human potential of a university teacher as: creating an innovative environment of an educational organization that promotes systematic professional development; designing individual programs for professional and personal growth; active participation in mentoring activities; increasing motivation for personal self-development. The identified conditions contribute to the resource development of the teachers’ professional development system in the course of their main professional and mentoring activities. An adapted evaluation table of the teacher's competitiveness (A. R. Bayanova et al.) is presented; the results of the survey are based on an adapted questionnaire developed by A. R. Masalimova and I.I. Irismetova. The authors underline the need to take into account changes and challenges in the process of developing the human capital of scientific and pedagogical personnel of universities, the importance of improving mentoring at universities in the design and implementation of strategic goals of educational institutions.

The article presents the results of the analysis of the role and social significance of the profession of «teacher-defectologist», assesses the demand for specialists in this profile in the context of the growing number of children with disabilities and the continuing personnel shortage in this area. The data on the potential of universities in the Krasnodar Territory, including the Faculty of Psychology, Pedagogy and Communication Studies of KubSU, for the graduation of specialists in the program «Special (defectological) education» are summarized. The features and structure of the professional motivation of a teacher-defectologist are analyzed. The key tools for the development of the status motivation of a teacher-defectologist at different stages of professionalization, including university education and professional activity, are identified and analyzed.

The article addresses the pressing issue of supporting the professional self-determination of young specialists in the field of music education. In the context of the evolving requirements for modern educators and the challenges that arise during the initial stages of teaching, the support provided to aspiring teachers in children's music and art schools is particularly significant. The article examines the conditions for the effective organization of this support process through the implementation of a virtual mentoring model, which involves identifying personal strengths, individual needs, developing a personalized educational trajectory with phased event planning, the use of various interaction forms, and the application of diagnostic methods to assess progress. The article also aims to identify a range of advantages and limitations of virtual mentoring compared to traditional mentoring, as well as to substantiate the prospects for its use in the innovative development of methodological and educational practice in general. The results of the experimental work showed a significant change in the performance and effectiveness of the instructional efforts of young educators, increased involvement of their students in the educational process, and the growing authority of young professionals among students, their parents, and colleagues. In addition, the majority of focus group participants expanded the range of their professional skills and types of professional activity. The theoretical significance of the article lies in the fact that the conducted research expands scientific understanding of the conditions for implementing virtual mentoring in music education, taking into account innovative approaches. The practical significance is confirmed by the empirical research base obtained during the analysis of the effectiveness of implementing the virtual mentoring model for young specialists in music education, which yielded the following results: the specifics of virtual mentoring were determined, a set of tools and conditions were identified, and potential types of activities were outlined that would make the interaction between the mentor and the young specialist in music education effective and productive. This successful experience of virtual mentoring expands the potentials of methodological and educational activities of teachers and offers the prospect of seeking new forms of interaction, not only within the framework of mentoring but also in working with students, pupils, and colleagues.