PERSONAL AND PROFESSIONAL QUALITIES OF A TEACHER-MENTOR

Abstract

The year 2023 in Russia was declared the Year of Teacher-Mentor. As a result, mentoring has regained its special relevance, especially in the pedagogical process, and has spread in modern conditions to all educational activities. Mentoring began to be implemented both at the federal and regional levels, in addition, each educational institution has developed its own program for mentoring activities. This required a purposeful study of personal and professional qualities, the presence of which in a teacher contributes to a more effective implementation of mentoring activities. The basis for studying the personal and professional qualities of a teacher was made up of activity-based and systematic approaches. The purpose of the study is to study the personal and professional qualities of a teacher-mentor, which, first of all, are preferred by students. To achieve the purpose of the study, the questionnaire method is used, as well as methods of scientific analysis and synthesis in evaluating the obtained results. Based on the results of the study, the authors concluded that students’ preferences largely depend on the course of study and on the goals they face. Students of the first, second and part of the third years preferred characteristics with an emotional component. Some of the third-year students and graduates have already been directed to future professional realization, so they preferred the professional component. Further research may concern both determining the possible reasons for students to choose the personal qualities of mentoring teachers, involving emotional interaction, as well as evaluating the necessary personal and professional qualities by the teachers themselves who implement mentoring activities.