Mentoring as a condition for supporting young teachers in preschool educational organization

Statement of the problem. The need of educational practice in a specialist who can operate in a multitasking, multi-contextual and innovative development mode necessitates updating the system of professional training, advanced training and retraining of specialists based on the ideas of continuing education: the value of human capital; the relationship of formal, non-formal and informal education; the formation and development of new learning outcomes of students at all levels of education; development and implementation of new models of professional interaction: various types of mentoring, network interaction. The problem, on which the article is focused, is to find means of psychological and pedagogical support for the mentoring of young teachers in preschool educational organizations (PEO) as a transfer of their professional development. The purpose of the article is to reveal and justify the features of the organization of mentoring in terms of highlighting the stages of accompanying mentors and mentees, and their psychological and pedagogical support. The methodology (materials and methods) of the research is based on the main provisions of the competency-based approach in training specialists capable of quickly solving typical and non-typical professional situations and tasks; the principle of individualization in the professional development and formation of teachers in the conditions of mentoring; analysis of innovative experience reflected in the research work of scientists on the scientific and methodological support of educators in preschool educational organizations (PEO); analysis of the results of a questionnaire survey, focus group, expert assessment, and self-assessment of teachers-educators of PEO in Krasnoyarsk. Research results. Based on the analysis of the results of the survey and the focus group, the features of the professional and personal readiness of trainee teachers and young teachers of the preschool educational institution to participate in mentoring activities were identified; the difficulties experienced by teachers in the performance of professional tasks are revealed. The organizational and methodological mechanisms and features of the implementation of mentoring in PEO are highlighted. Conclusion. The proposed approach to the implementation of mentoring as a condition for accompanying young professionals in preschool education requires further development of criteria for categorizing mentors, finding effective ways to form mentor-mentee pairs, developing mentoring models in the context of practical training of students - future teachers of preschool education; developing an approach to structuring the professional deficits of mentors and mentees in the PEO.