Mentoring in the context of the development of pedagogical dynasties as a factor in improving the quality of teacher training

Abstract

Background. In the current situation of uncertainty, acute shortage of teaching staff, the requirements for the field of education, pedagogical universities, and the quality of training of future teachers are increasing. The quality of training largely depends on the effectiveness of mentoring activities of experienced teachers, the highest form of which is pedagogical dynasties.

Objective. The goal is to consider the specific features and potential opportunities of mentoring in the process of functioning and development of labor pedagogical dynasties. The analysis is based on the review of scientific literature and innovative pedagogical experience. The article also presents methodological recommendations for improving the quality of professional training of teaching staff in the context of the development of pedagogical dynasties.

Study Participants. The study involved more than 420 students and teachers of pedagogical universities, secondary school teachers. The main experimental work was carried out at the Institute of Psychology and Education of Kazan (Volga Region) Federal University, as well as at the Bauman Moscow State Technical University and at I.N. Ulyanov Chuvash State University.

Methods. The leading approaches applied included system-activity, personality-oriented. This has determined a high level of reliability of the surveys of students and teachers. The research used such methods as the analysis of scientific literature, comparison, generalization of pedagogical experience, observation, conversation, questioning, analysis of the activities of teachers and students as well as the processing of the data obtained.

Results. In the process of conducting experimental work, the positive and negative sides of mentoring in the family of teachers were identified. The conditions for the preservation and systematic development of pedagogical dynasties were considered and the effectiveness of family pedagogical mentoring was shown.

Conclusions. In order to improve the quality of teacher training in the process of family mentoring, the conditions for the development of pedagogical dynasties have been identified, which include the formation of professional self-awareness, a deeper acquaintance with the peculiarities of the teacher’s profession, including emerging professional difficulties.