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Home Issues 2017 Year Issue №2 FEATURES OF THE IMPLEMENTATION OF MENTORING IN THE TRAINING OF STUDENTS IN THE FIELD OF PRESCHOOL EDUCATION
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Яндекс.Метрика Яндекс.Метрика

FEATURES OF THE IMPLEMENTATION OF MENTORING IN THE TRAINING OF STUDENTS IN THE FIELD OF PRESCHOOL EDUCATION

Vakhitova Galiya Khamitovna

DOI: 10.23951/2307-6127-2017-2-92-99

Information About Author:

Vakhitova G. Kh., Tomsk State Pedagogical University (ul. Kievskaya, 60, Tomsk, Russian Federation, 634061). E-mail: galija2000@mail.ru

The article discusses the issues of implementing mentoring in the field of preschool education in the process of preparation of students – future teachers. The attention is paid to mentoring as a special form of work with students based on personality-oriented and individual approach towards students and towards the teacher-mentor. The author relies on the understanding of mentoring as the ability to transfer a rich personal experience of the young man, for its successful adaptation to the professional activity; arranging personal assistance and support. Notes the necessity of ability of the mentor to perform various roles: consultant, tutor, coach, which may affect the successful entry into the professional activity of young specialists. Attention is drawn to the fact that consultation with future specialists shall be governed by the rules of professional ethics, awareness of student-centered approach to every student. The article presents examples of consultation, analytical, methodological, organisational-managerial innovation sets the direction for the formation of new professional skills in students. The experience of the use of personal scales special competences, which every young specialist, depending on his needs and capabilities of notes that he knows what he knows and does not know that he can not. The article gives a detailed description of the functional role assignment of the mentor-tutor-mentor-coach, manifested in the process of support and maintenance.

Keywords: preschool education, mentoring, teacher-consultant, tutor, mentor-coach

References:

1. Vakhitova G. Kh. Sistema dopolnitel’nogo obrazovaniya: formirovaniye professional’noy kompetentnosti pedagoga predshkol’nogo obrazovaniya [The system of supplementary education: the formation of professional competence of teachers of preschool education]. Innovatsionnye proekty i programmy v obrazovanii – Innovative Projects and Programs in Education, 2016, no. 1, pp. 13–17 (in Russian).

2. Nikitina L. A. Issledovaniye v metodicheskoy podgotovke kak usloviye samoaktualizatsii budushchego pedagoga [A study in methodological training as a condition of self-actualization of future teachers]. Vestnik Novosibirskogo gosudarstvennogo pedagogicheskogo universiteta – Novosibirsk State Pedagogical University Bulletin, 2015, no. 6, pp. 34–40 (in Russian).

3. Pozdeeva S. I. Osobennosti gumanitarnogo upravleniya innovatsiyami dlya stanovleniya professionalizma pedagoga nachal’noy shkoly [The humanitarian features of innovation management for the teacher competence formation at primary school]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2013, no. 9 (137), pp. 194–197 (in Russian).

4. Bezrukova V. S. Osnovy dukhovnoy kul’tury: entsiklopedicheskiy slovar’ pedagoga [The foundations of spiritual culture: encyclopedic dictionary of the teacher]. Ekaterinburg, 2000. 937 p. (in Russian).

5. Vakhitova G. Kh. Kvazippofessional’naya deyatel’nost’ v podgotovke budushchikh spetsialistov predshkol’nogo obrazovaniya [Quasiprofessional activities in the training of future specialists of preschool education]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, no. 5 (170), pp. 64–66 (in Russian).

6. Starodubtseva E. V. Professional’no-deyatel’nostnyy standart pedagoga-konsul’tanta v sisteme postdiplomnogo obrazovaniya [Professionally-activity standards of the teacher-adviser in the system of postgraduate education]. Molodoy uchenyy – Young Scientist, no. 1, vol. 2, pp. 126–128 (in Russian).

7. Vakhitova G. Kh. Usloviya formirovaniya gotovnosti studentov – budushchikh pedagogov k realizatsii programm predshkol’nogo obrazovaniya [Conditions of formation of readiness of students – future teachers to implement programs of preschool education]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2015, no. 2, pp. 24–29 (in Russian).

8. Sokolova E. I. Analiz terminologicheskogo ryada “kouch”, “mentor”, “t’yutor”, “fasilitator”, “edvayzer” v kontekste nepreryvnogo obrazovaniya [Analysis of terminological row “coach”, “mentor”, “tutor”, “facilitator”, “adviser” in the context of continuous education]. Nepreryvnoye obrazovaniye: XXI vek. Nauchnyy ehlektronnyy zhurnal – Lifelong Education: the XXI century. Scientifi c Journal, 2013, no. 4 (in Russian). URL: http://dx.doi.org/10.15393/j5.art.2013.2171/ (accessed 15 January 2017).

vakhitova_g._k._92_99_2_16_2017.pdf ( 425.12 kB ) vakhitova_g._k._92_99_2_16_2017.zip ( 418.31 kB )

Issue: 2, 2017

Series of issue: Issue 2

Rubric: GENERAL AND PEDAGOGICAL EDUCATION

Pages: 92 — 99

Downloads: 667

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