Authors
- Le-van Tatyana Nikolaevna PhD in Pedagogy, Associate Professor
- Shiyan Olga Alexandrovna PhD in Pedagogy, Associate Professor
- Yakshina Anna Nikolaevna
Annotation
Mentoring is a form of professional staff improvement that has a long history, but in the current context of teacher training and professional development, it should be comprehended differently. The revision of approaches to the organization of mentoring is relevant to solve the problems of transformation of the education system (new educational standards, changing the social context of professional training and work of teachers, discussion of the National system of teacher growth, etc.). The purpose of the article is to use the example of professional support for preschool teachers to discuss current settings and formats of mentoring in this context: not the provision of experience, but assistance in finding their own ways of solving professional tasks; not supervision and assessment of relevance with standardized criteria, but joint reflection of practice; not training, but selfdevelopment assistance — and to present a model of mentor competencies developed on the basis of theoretical analysis for students of pedagogical universities and employees of educational organizations, regardless of their experience in service. The question is discussed whether mentoring can be developing not only for the mentee, but also for the mentor himself. The study was conducted within the framework of competence-based and reflection-
in-activity approaches. Theoretical methods of analysis, generalization and modeling are used. The developed model includes three levels of competencies: meta-competencies (thinking, interaction capacity, etc.), general professional competencies (the capacity of observation, the capacity to set a development task, make a trial and reflect on their contribution to the actions of children or adults, etc.), specific competencies (sensitivity to contradictions, divergent thinking, empathy, the ability to interact productively in positions “on equal terms”, provide developing feedback, provide a situation of individual discovery). The solutions proposed in the article are of practical importance for the establishment of a renovated mentoring system in educational organizations, taking into account the current challenges of developing education quality. As a perspective for applying the study results, the elaboration of an assessment system and the program for development of mentors’ professional
competencies is recognized.
How to link insert
Le-van, T. N., Shiyan, O. A. & Yakshina, A. N. (2022). TEACHER-MENTOR: EXTRA LOAD OR A RESOURCE FOR PROFESSIONAL DEVELOPMENT? Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 16(2), 41. https://doi.org/10.25688/2076-9121.2022.16.2.03
References
1.
1. Gazman, O. S., Veiss, R. M., & Krylova, N. B. (1995). New values of education: the content of humanistic education. Moscow. (In Russ.).
2.
2. Shiian, O. A., Zhuravleva, S. M., Zadadaev, S. A., Krasheninnikov, E. E., Kopasovskaia, S. K., Mil’keeva, M. A., Os’kina, Iu. O., & Iakshina, A. N. (2019).
Development of reflection within the pedagogical practice of future educators: a review of modern approaches. MCU Journal of Pedagogy and Psychology, 4(50), 25–36. (In Russ.).
3.
3. Dene Poth, R. (2020). Professional Learning Networks and Mentoring in Education. Journal of Digital Learning in Teacher Education, 36(2), 80–81. https://doi.org/10.1080/21532974.2020.1739491
4.
4. Sil’chenkova, S. V. (2013). Forms and directions of pedagogical support. Modern scientific research and innovation, 10. https://web.snauka.ru/issues/2013/10/27827 (date of accesses: 13.07.2021). (In Russ.).
5.
5. Kruglova, I. V. (2007). Mentoring as a condition for the professional development of a young teacher. PhD Thesis. Moscow Pedagogical State University. Moscow. (In Russ.).
6.
6. Klarin, M. V. (2016). Modern mentoring: new features of traditional practice in organizations of the XXI century. STAGE: economic theory, analysis, practice, 5, 92–112. (In Russ.).
7.
7. Cherniavskaia, A. P., & Danilova, L. N. (2019). The role of a teacher-mentor in the adaptation of a young teacher. Yaroslavl Pedagogical Bulletin, 4 (109), 62–70. (In Russ.)
8.
8. Orland-Barak, L., & Wang, J. (2020). Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform. Journal of Teacher Education, 002248711989423. https://doi.org/10.1177/0022487119894230
9.
9. Mackie, L. (2020). Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland: dimensions of collaboration and power. Journal of Education for Teaching, 1–18. https://doi.org/10.1080/02607476.2020.1752555
10.
10. Chelnokova, E. A., & Tiumaseva, Z. I. (2018). Evolution of the mentoring system in pedagogical practice. Bulletin of Mininsky University, 6-4(25), 11. (In Russ.).
11.
11. Dammerer, I., Tsigler, V., & Bartonek, S. (2019) Tutoring and coaching as special forms of mentoring when entering the profession of young teachers. Yaroslavl Pedagogical Bulletin, 1(106), 56–69. (In Russ.).
12.
12. Thornton, K. (2015). The impact of mentoring on leadership capacity and professional learning. In C. Murphy & K. Thornton (Eds.). Mentoring in early childhood education: a compilation of thinking, pedagogy and practice (pp. 1–13). Wellington: NZCER.
13.
13. Varney, J. (2012). Humanistic mentoring. Kappa Delta Pi Record, 45(3), 127–131.
14.
14. Matsko, K. K., Ronfeldt, M., Nolan, H. G., Klugman, J., Reininger, M., & Brockman, S. L. (2018). Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness? Journal of Teacher Education, 002248711879199. https://doi.org/10.1177/0022487118791992
15.
15. Doan, L. K. (2013). Mentoring: A Strategy to Support Novice Early Childhood Educators. Canadian children, 38(2), 21–24.
16.
16. Rodd, J. (2006). Leadership in early childhood (3rd ed.). New York, NY: Open University Press.
17.
17. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
18.
18. Pozdeeva, S. I. (2017). Mentoring as activity support of a young specialist: models and types of mentoring. Scientific and pedagogical Review, 2(16), 87–91. (In Russ.).
19.
19. Bataeineh, M., Ashiq, M., Haq, I. U., & Rehman, S. U. (2020). Mentorship in Education: A bibliometric analysis of 100 top-cited articles. Library Philosophy
and Practice (e-journal). 3999. https://digitalcommons.unl.edu/libphilprac/3999 (date of accesses: 15.01.2022).
20.
20. Kupila, P., & Karila, K. (2019). Peer mentoring as a support for beginning preschool teachers. Professional Development in Education, 45(2), 205–216. https://doi.org/10.1080/19415257.2018.1427130
21.
21. Ignat’eva, E. V., & Bazarnova, N. D. (2018). Mentoring in a modern school: myth or reality? Bulletin of Mininsky University, 6(2), 1. https://doi.org/10.26795/2307-1281-2018-6-2-1 (In Russ.).
22.
22. Dudina, E. A. (2017). Mentoring as a special type of pedagogical activity: essential characteristics and structure. Bulletin of the Novosibirsk State Pedagogical University, 7(5), 25–36. (In Russ.).
23.
23. Ilaltdinova, E. Iu., & Frolova, S. V. (2016). Problems and foreign experience of technologization of mentoring in the professional development of a teacher. Problems of modern pedagogical education, 53(10), 17–23. (In Russ.).
24.
24. Fitzgerald, A., & McNamara, N. (2021). Mentoring dyads in higher education: It feels lucky, but it’s more than luck. International Journal of Mentoring and Coaching in Education, 10(3), 355–369. https://doi.org/10.1108/IJMCE-12-2020-0088
25.
25. Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership: Context and complexities in early childhood education. Melbourne, VIC: Open University Press.
26.
26. Rodd, J. (2013). Leadership in Early Childhood: The pathway to professionalism (4th ed.). London, Routledge. https://doi.org/10.4324/9781003116295
27.
27. Le-van, T. N., Belolutskaia, A. K., & Morozova, T. V. (2018). Training of competent specialists in working with pedagogical teams for the development of the quality of education. Kazan Pedagogical Journal, 1(126), 27–37. (In Russ.).
28.
28. Hurst, B., & Reding, G. (2002). Teachers mentoring teachers: Fastback 493. Bloomington. In Phi Delta Kappa International.
29.
29. Ståhle, Y., & Edman Stålbrandt, E. (2020). Exploring descriptions of mentoring as support in Swedish preschools. Journal of Early Childhood Teacher Education, 1–15. https://doi.org/10.1080/10901027.2020.1817814
30.
30. Sherin, M. G., & Van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.
31.
31. Coffey, A. M. (2014). Using Video to Develop Skills in Reflection in Teacher Education Students. Australian Journal of Teacher Education, 39(9). http://ro.ecu.edu.au/ajte/vol39/iss9/6 (date of accesses: 30.01.2021).
32.
32. Erdoğan, S., Haktanır, G., Kuru, N., Parpucu, N., & Tüylü, D. K. (2021). The effect of the e-mentoring-based education program on professional development of preschool teachers. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10623-y
33.
33. Assunção Flores, M., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 1–10. https://doi.org/10.1080/02607476.2020.1799709
34.
34. Zeer, E. F. (2005). Competence approach to education. Education and Science, 3(33), 27–40. (In Russ.).
35.
35. Zimniaia, I. A. (2006). Competence approach. What is its place in the system of modern approaches to the problems of education? (Theoretical and methodological aspect). Higher education today, 8, 20–26. (In Russ.).
36.
36. Zaretskiĭ, V. K. (2013). Formation and essence of reflexive activity approach. Consultative psychology and psychotherapy, 2, 8–37. (In Russ.).
37.
37. Bulin-Sokolova, E. I., & Obukhov, A. S. (2015). Reflexive-activity model of teacher training for the education of the future. Science and School, 6, 22–27. (In Russ.).
38.
38. Bern, E. (1995). Games that people play. Psychology of human relationships; People who play games. Psychology of human destiny: Sankt-Petersburg: Special literature. (In Russ.).
39.
39. Hobson, A., Ashby, P., Malderez, A., & Tomlinson, P. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207–216.
40.
40. Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 82(2), 201–233.
41.
41. Pavia, L., Nissen, H., Hawkins, C., Monroe, M., & Filimon-Demyen, D. (2003). Mentoring early childhood professionals. Journal of Research in Childhood Education, 17(2), 250–260.