MODELS OF SUBJECT-SUBJECT INTERACTION AS THE BASIS OF SEMANTIC DETERMINISM OF THE MENTORING PHENOMENON AND ITS ANALOGUES

Abstract

The authors note that in conditions of the existing terminological diversity, there is a serious methodological problem in interpreting and differentiating the essential differences of the mentoring phenomenon and its analogues for understanding by the majority of practicing teachers. As a result of theoretical understanding of the substantive differences in definitions of the categories “tutoring”, “curatorship”, “coaching” and “mentoring” used by the pedagogical community, the authors come to the conclusion that it is possible to conceptually determine the essence of these phenomena by dividing them into two fundamentally different clusters of pedagogical technologies. Based on the analysis of features of subject-subject interaction, the researchers propose a general evaluation criterion, which is considered the central subject of interaction, which is in the focus of attention in the practical implementation of each pedagogical technology. Differentiation of phenomena according to the proposed criterion allows the authors to attribute curatorship and mentoring to one of the clusters, and tutoring and coaching to the other. The authors emphasize that despite the presence of specific features, the phenomena within each cluster can be considered as semantic synonyms. Having assigned a certain model of subject-subject interaction to each cluster, the authors come to the conclusion that despite the terminological diversity of phenomena, there are only two models of pedagogical interaction: the dominance model and the support model. The authors emphasize that the choice of the interaction model and the pedagogical technology of its practical implementation is determined by goal-setting in real life and remains with the subjects of interaction.