Keyword: «mutual mentoring»

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 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.

Vocational training in secondary vocational education (SVE) institutions under the programs for training workers (employees) and programs for training mid-level specialists is developing dynamically, and it is increasingly focused on the needs of the economy and industry. Professional mobility is mentioned among the most in-demand professional qualities of a college graduate, which is due to the growing trend of continuous technological development and the increasing importance of lifelong learning that is based on professional mobility. That is why our research is of particular relevance. However, the SVE system still does not pay enough attention to the purposeful, systematic, and comprehensive development of professional mobility among college students. In this regard, the aim of the study is to present the process of comprehensive formation of professional mobility in the educational and extracurricular activities of students in the context of mutual mentoring in a professionally oriented environment, as well as during the period of educational practice in college and the organization of practice at specialized enterprises. The objectives of our research are as follows: to specify the essence and content of the concepts of "mutual mentoring" and "professional mobility" based on the analysis of scientific literature; to select and implement a program for the formation of professional mobility at a secondary vocational education institution; to identify the organizational and pedagogical conditions and develop a model for the formation of professional mobility in the process of mutual mentoring. The main approaches are as following: the professional activity-oriented approach provides a fundamentally different consideration of the goals and objectives of training in a vocational school compared to the traditional knowledge-based approach in personnel training; the dual approach involves strengthening social partnership; and the personality-oriented approach focuses on individualization of training. The article discusses the methodology for organizing practice aimed at developing professional mobility by means of mutual mentoring. The article presents the final results and identifies areas for further research. The theoretical significance of the article lies in clarifying the essence and content of the concepts of "mutual mentoring" and "professional mobility." The article also develops a structural and content model as well as a scheme for collaboration between colleges and specialized enterprises. The authors identified diagnostic tools, criteria, indicators, and developed an optional course "Fundamentals of Professional Mobility." The practical significance of the article lies in the fact that the research findings provide new opportunities for developing the professional mobility of college teachers and students. These findings can be used by college teachers, technical school teachers, university professors involved in training teachers and supervisors for secondary vocational education, as well as by teachers of labor training (technology) in secondary schools.