Professional-pedagogical maturity of a mentor in the social perception of young students

The article reveals key approaches to determining the essence, structure and significant components of the phenomenon of professional and pedagogical maturity as an immanent quality of a teacher-mentor, substantiates its relevance in the context of pedagogical safety. In the interrelation of pedagogy, philosophy, sociology and psychology, the essence of the concept of professional and pedagogical maturity of a mentor is revealed and approaches to the problem of its classification are identified. The novelty of the obtained results lies in the identification of integrative indicators of the mentor's professional and pedagogical maturity, which are determined on the basis of sociogenetic and structural approaches to the analysis of social representations of students of professional educational organizations. The theoretical significance of the research consists in clarifying the concepts of “professional and pedagogical maturity of a mentor”, “teacher-mentor”, “pedagogical mentoring” and expanding ideas about the social attitudes of young students. Practical significance lies in the fact that the obtained results of the study can be used in the implementation of research and educational activities with students of psychological and pedagogical classes and professional educational organizations of pedagogical profile, as well as with students of higher educational institutions of pedagogical orientation.