Model of formation of mentor competencies in future teachers in organizing project activities

In the context of the growing popularity of mentoring and project-based learning in education, the article is devoted to the study of the process of forming mentor competencies in future teachers in organizing project activities. Consideration of the model of forming the competencies of a project activity mentor, taking into account modern challenges and requirements, is the key objective of this article. At the same time, an analysis of existing typologies of mentor competencies is presented and a definition of the concept of “project activity mentor” is formulated. The author’s typology of mentor competencies in project activities is proposed, including organizational and managerial, methodological, communicative and personal competencies, as well as competencies in the field of assessment. A structural and functional model has been developed, which is based on the systemic, competence, personality-oriented and reflexive approaches and reveals the internal structure of the process of forming mentor competencies in project activities and the relationship between its components. As tools aimed at achieving the effectiveness of this model, the introduction of a set of organizational and pedagogical conditions into the educational process is considered, allowing to reflect the essential conditions for the formation of a value-semantic attitude to the organization of mentoring in project activities and professional and personal qualities. A description of the expected results of the implementation of the presented model is given in three aspects: cognitive-motivational, operational-activity and personal. The model (within the framework of the dissertation research) was tested in the educational process of the Magnitogorsk State Technical University named after G. I. Nosov in the first and second years.