Mentorship as a resource for developing professional competences in future teachers of Russian language and literature: The case of near-peer mentorship between master’s and undergraduate students
DOI:
https://doi.org/10.33910/Keywords:
mentorship, target model of mentorship, forms of mentorship, near-pear mentorship, master’s students, undergraduate students, unified practice, professional competencie, project-based technologyAbstract
Introduction. The article describes holistic, multidimensional, polyfunctional phenomenon of mentoring, which largely determines the strategies of modern higher pedagogical education. Searching a way out of the crisis in the education system requires consideration of mentoring in systemic, transdisciplinary and humanistic approaches.
Materials and Methods. The main aspects of considering the problem are the following: mentoring as a metapractice of supporting the humanistic vector of higher education; mentoring as a significant tool for social adaptation of first-year students; academic mentoring as a multidimensional phenomenon that ensures high-quality results of research activities; mentoring integrated in the format of project technology as a tool for developing students' methodological and communication skills. Interpreting the main provisions of the target model of mentoring, the authors focus on the form of mentoring «academic interaction (master's student - student)» during all types of students’ pedagogical practice at the Philological Faculty of Herzen University.
Results. Mentoring practices realized within «academic interaction» prove to be an effective tool for ensuring the continuity of higher education levels, a mechanism for stimulating academic motivation and students’ professional competencies. The concept of unified practice, implemented under the condition of a phased and systematic introduction of peer mentoring technology, shapes an innovation zone that stimulates developing the intention to transfer experience.
Conclusion. The synthesis of mentoring and project technologies significantly expands educational dialogue space, allowing maximum actualization of the future teachers’ creative potential. Mentoring technology in higher education facilitates interaction between a pedagogical university and a school accumulating the pedagogical experience of a master's student, acting as a mentor. The authors believe that a promising direction for research into the issues of mentoring may be a detailed study of the influence of peer mentoring on the students’ academic motivation and their integration into the educational space of a modern school.
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