ORGANIZATION OF MENTORING IN THE CONTEXT OF POLYSUBJECT INTERACTION IN PRESCHOOL EDUCATION
DOI: 10.23951/1609-624X-2018-8-140-143
The article considers the specificity of the organization of mentoring activities with students involved in quasiprofessional activities. The peculiarities of polysubjective interaction of a mentor with future teachers at the stage of their entry into professional activity are described. It is noted that polysubjectivity requires orientation toward cooperation, co-creation in joint pedagogical activity at a qualitatively high level of a mentor’s professionalism. Mentoring is understood as a permanent dialogue and interpersonal communication that is aimed at professional adaptation of a young specialist. This provision serves as the basis for detailing different types of relations between an experienced university teacher and young specialists. It is concluded that the given vector of relationships in the context of polysubject interaction in preschool education will help solve the problems of successful professionalization of future teachers already on the student bench. The author proves that the cooperation based on the polysubject approach is more effective in organizing the mentor’s activities. This approach provides the development of professional competencies for future teachers and educators and their motivation for communication with children, parents and colleagues. The author suggests that the organization of mentoring activities at pedagogical university is actual for all profiles of future teacher training and not only in preschool education.
Keywords: mentoring activities, mentor, polysubject interaction, young specialist, preschool education
References:
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Issue: 8, 2018
Series of issue: Issue 3
Rubric: PROBLEMS OF TEACHER TRAINING
Pages: 140 — 143
Downloads: 1430