Mentoring as a modern method of building the pedagogical process

Mentoring is a way of transferring knowledge, skills and abilities to a young person from a more experienced and knowledgeable one, providing help and advice to young people, providing the necessary support in socialization and growing up [1]. In general, mentoring is one of the most ancient ways of teaching the younger generation various knowledge, necessary skills, value orientations and positive attitudes. Interaction usually takes place in informal communication and is not related to business relations.

Mentoring is a fairly modern method of interaction, carries a high level of effectiveness for personal development, as well as helps young people realize their potential, promotes self-improvement and helps determine the trajectory of further activities.

An analogue of the term mentoring is the foreign concept of “mentor” [7]. One of the main characteristics of a mentor is the combination in one person of a competent adult, an excellent interlocutor and a good friend of a peer [3]. Mentoring is associated with competence, experience and a clear definition of roles [9].

An effective mentor can be a person who has reached the age of majority, who has outstanding qualities [19]. He is distinguished by a high level of communication, has organizational skills, has time management skills, is purposeful, easy to learn and ready to share his experience with others, as well as with extensive experience in any field of activity and loves to share his knowledge with the younger generation [16]. A mentor is a person who has a desire to help others, is open and sincere, has a proper level of patience and a desire to listen to others [11].

Mentoring originates in the distant past, from ancient times. It is believed that the first professional mentor, the one who laid the foundation and originated the beginning of mentoring, as one of the main ways of transferring experience, was the character of ancient Greek mythology Mentor [18]. He was a wise adviser who enjoyed everyone’s trust. The mentor was a vivid example of a wise and effective mentor [14; 21].

Many scientists and not only have been trying to figure out the goals and objectives of the mentor’s activity since ancient times. For example, the ancient Greek philosopher Socrates considered the main task of the mentor to be the awakening of the powerful spiritual forces of the student [12]. Socrates’ conversations were aimed at helping the “self-generation” of truth in the consciousness of the student[2]. His main didactic achievement is a dialectical dispute that leads to the truth through questions thought out by the mentor [17]. In the search for truth, the student and the mentor should be in an equal position, guided by the thesis “I only know that I don’t know anything” [1].

In his writings, the Athenian philosopher of the classical period of Ancient Greece Plato considered: “Education must begin at the early stages of human development, which will ensure the gradual formation of the student to the world of ideas” [4]. This education can be carried out primarily by an elderly mentor. The Franco-Swiss philosopher, writer and thinker of the Enlightenment, Jean-Jacques Rousseau, believed: “The main and most difficult art of a mentor is to be able to do nothing with a student” [5].

In the Russian pedagogy of the beginning of the twentieth century, the great teacher Konstantin Dmitrievich Ushinsky talked about mentoring in his works. He argued that human professional experience cannot completely replace theoretical training. Both theoretical and practical experience should complement each other, not exclude [8]. The professional development of a person depends on the level of pedagogical skill, experience and knowledge of the mentor.

The modern formation of the concept of “mentoring” originates from the middle of the twentieth century and is considered as one of the forms of personal education and professional training of young people [10]. Mentors of young people are mainly people with

Mentoring as a Modern Method of Building the Pedagogical Process rich life experience, authoritative personalities with certain professional and pronounced supra-profession-al skills.

In foreign literature and educational theory, mentoring plays a special role as one of the methods of adapting a young specialist to professional detail. Many foreign teachers and specialists, such as S. Fletcher [15], D. Meginson (D. Megginson) [20], D. Clutterbuck (D. Clutterbuck) [13] argue about the weighty significance of the concept not only in professional, but also in the supra-professional formation of personality.

Great interest in mentoring abroad appeared in the 80s of the twentieth century in the works of E. Parsloe (E. Parsloe) [13], D. Clutterbuck (D. Clutterbuck) [13], D. Meginson (D. Megginson) [20] and many others. Around the same time, there was a terminological confusion in the concepts related to mentoring. In this regard, the popular terms “mentoring”, “mentoring”, “coaching”, “on-the-job training” began to be used interchangeably.

Many domestic authors, such as Yu. V. Krichevsky, B. I. Zagvyazinsky, V. A. Slastenin, M. V. Clarin [4], T. N. Prishchepova [5] consider mentoring a productive way of interaction, talked about the importance of this process in working with people of different age categories and the importance of this method of building the pedagogical process.

In our article, we raised certain research questions, which we formulated in the tasks presented below.

Tasks:

• 1.    To reveal the essence and content of the concepts of mentoring, principles, stages and structure of the process;

• 2.    Experimentally test the productivity of mentoring in working with teenagers at the present time;

• 3.    Develop a program and methodological recommendations necessary for mentoring in working with adolescents.

The purpose of the study is to study, theoretically substantiate and familiarize yourself with the psychological and pedagogical literature on mentoring as a modern method of constructing the pedagogical process, as well as to test the level of effectiveness of mentoring in an experimental way.

Materials and methods

Methodological explanations have been developed in accordance with the following regulatory documents:

• •    Decree of the President of the Russian Federation dated May 7, 2018 No. 204 “On national goals and strategic objectives of the development of the Russian Federation for the period up to 2024”;

• •    Decree of the Government of the Russian Federation dated 31.12.2019 No. 3273-r “On approval of the basic principles of the national system of professional growth of teachers of the Russian Federation, including the national system of teacher growth”;

• •    Fundamentals of the State Youth Policy of the Russian Federation for the period up to 2025, approved by the Decree of the Government of the Russian Federation dated November 29, 2014 No. 2403-R;

• •    The strategy for the development of education in the Russian Federation for the period up to 2025, approved by the Decree of the Government of the Russian Federation dated May 29, 2015 No. 996-r;

• •    Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (with subsequent amendments);

Research methods:

• 1.    Theoretical (analysis of scientific literature).

• 2.    Empirical (observation, questionnaire, testing), psychological and pedagogical experiment.

	control group	experimental group
low	8	3
average	42	10
high	50	87

Questionnaire of the level of satisfaction with the pedagogical process

Methods and diagnostics used when working on this topic: observation, questioning, Diagnostics of the level of creative activity of pupils (methodology of Mikhail Iosifovich Rozhkova, Y. S. Tyunnikova, B. S. Alisheva, L. A. Volovich), Methodology “What kind of team we have” (author Anatoly Nikolaevich Lutoshkin), KOS — 2 (V. V. Sinyavsky, V. A. Fedorishin).

Results. Sampling and control:

The full testing of the mentoring model was carried out on the basis of the Children’s Health Camp “Veterok” in Chelyabinsk, during the thematic shift. The experimental group consisted of 80 people of the adolescent group.

The control group included 80 people of the adolescent group. The respondents of the control group also rested in the Children’s Health camp “Breeze” in Chelyabinsk, in the process of a different thematic shift.

The introduction of the mentoring model was due to the following circumstances:

• •    interest in the development of a modern approach to the upbringing and development of the younger generation;

• •    readiness of teaching staff, parents and children for experimental work, availability of conditions for conducting experimental experiments;

• •    the active participation of all participants in the process in the free space of pedagogical interaction is necessary.

Based on the results of the psychological and pedagogical experiment, we have identified criteria for evaluating the productivity of experimental research. Thus, we identified the level of satisfaction with the conducted experiment and were able to draw conclusions based on the results of the tests, questionnaires and surveys.

Conclusion

Summing up the above, we can quite say that mentoring is a modern method of building the pedagogical process. The literature of Russian and foreign researchers studied by us in this matter helped us to understand the features, basics and structure of building work with adolescents, relying on the basis in the theory of psychological and pedagogical literature.

In the modern world, there are a huge number of different types and types of interaction. A large number of mentoring models are currently used [6, 22]. The features and structure of mentoring are suitable for us for further work and will allow us to correctly build activities for the study of this process.

The conducted research structured our results, thereby combining the data that helped us to draw the appropriate conclusions. Questionnaires, testing and questioning of participants in the pedagogical process made it possible to draw appropriate conclusions about the significance and relevance of this topic. The aspects considered in the article highlighted the basis of our activities for us and contributed to the development of an appropriate model of pedagogical mentoring.

Mentoring, as a modern method of interaction, tells us about the significant importance of this process in working with the current generation. Its relevance and importance in the present time is not in doubt and is one of the main approaches in the Russian education system.