MENTORING AS A FORM OF SCIENTIFIC AND METHODOLOGICAL SUPPORT FOR THE PROFESSIONAL DEVELOPMENT OF A FUTURE TEACHER

Abstract

The article is dedicated to the main trends, means and forms of mentoring development in the national education system. The author connects professional growth of young teachers and their adaptation in an educational organization with mentoring and considers it as an effective form of scientific and methodological support of teaching staff. The psychological and pedagogical analysis of the Russian and foreign literature on the role and forms of mentoring in the development of young teachers is carried out. The content of the article reveals pedagogical conditions that are important to take into account in the process of developing regional programs for mentoring and working with young teachers – graduates of pedagogical universities. The article has a pronounced scientific, theoretical and practical significance, and the stated research problem has prospects for its further scientific development.