The professional growth of a teacher-mentor: essential characteristics, components and mechanisms of implementation

Currently, there is an increase in the attention of society and the state to the problem of upbringing in educational organizations. The leading subject of educational activities at school is a teacher, who demonstrates in communication and activities the humanistic attitude of a mentor. In this regard, it is relevant to consider the problem of professional growth of a teacher-mentor. The main goal of the article is to determine the essential characteristics, components and mechanisms of professional growth of a teacher-mentor. The leading method in the article is a theoretical analysis of pedagogical and psychological research. The article analyzes the concepts of “professional growth”, “professional attitude of an mentor”, “professional style of activity”, “professional worldview”, and “reflexive culture”. The essential characteristics and features of these concepts are revealed. As a result of theoretical analysis the conclusion was made that the educational work of a teacher of his/her professional position is the leading component of the professional development and acts as the “vector” in determining the change in individual professional style, professional worldview and reflective culture of a teacher-mentor. The leading mechanisms of professional growth are defined professional self-identification and self-actualization of teacher as a mentor.