Previous issue (2019. Vol. 24, no. 1)
Included in Web of Science СС (ESCI)
Role of Mentoring System in Professional Development of Entry-Level Teachers
, Head of the Center for Applied Psychological and Pedagogical Research, Moscow State University of Psychology & Education, Moscow, Russia, ArzhanyhEV@mgppu.ru
The system of mentoring permits to eliminate the "gap" between the theoretical knowledge received by novice teachers during their university studies and the required qualification characteristics (described in the Russian Professional Standard for Teachers).This article presents the research data on the role of the system of mentoring in the professional development of young general education teachers.The data was obtained through a survey of entry-level and experienced teachers (490 participants) conducted in 6 regions of the Russian Federation in May-June 2016.According to the survey, most of the young professionals admit that more experienced colleagues can teach them a lot, but more than half of novice teachers believe that they "are often not up to date with current trends in pedagogy", and individual mentor assistance is not considered by novice teachers as a preferred form of professional development.The results of the survey showed that at present the institute of mentoring in the professional development has more importance for experienced teachers than for their young colleagues.
Voronin A.S.Slovar’ terminov po obshchei i sotsial’noi
pedagogike [Dictionary of terms of general and social pedagogy].Ekaterinburg,
GOU VPO UGTU– UPI Publ., 2006.135 р.
Kruglova I.V.Nastavnichestvo v povyshenii professional’noi
kompetentnosti molodogo uchitelya [Mentoring to enhance professional competence
of novice teachers].Narodnoe obrazovanie [Public education],
2007, no.9, рр.53–59.
Margolis A.A.Problemy i perspektivy razvitiya
pedagogicheskogo obrazovaniya v RF [Problems and Prospects of the Development
of Pedagogical Education in the Russian Federation].Psikhologicheskaya nauka
i obrazovanie [Psychological Science and Education],
2014.Vol.19, no.3, рр.41–57.
Margolis A.A.Trebovaniya k modernizatsii osnovnykh
professional’nykh obrazovatel’nykh programm (OPOP) podgotovki pedagogicheskikh
kadrov v sootvetstvii s professional’nym standartom pedagoga: predlozheniya k
realizatsii deyatel’nostnogo podkhoda v podgotovke pedagogicheskikh kadrov [The
requirements for the modernization of basic professional education program
(BPEP) of teachers training in accordance with the Professional standard of the
teacher: proposals for the implementation of the activity approach in teachers
training].Psikhologicheskaya nauka i obrazovanie [Psychological
Science and Education], 2014.Vol.19, no.3, рр.105–126.
Labunskaya N.L.(eds.), Nastavnichestvo kak institut
professional’nogo stanovleniya molodykh pedagogov: opisanie sistemy raboty
[Mentoring as the Institute of professional development of beginning teachers:
description of system work].Novokuznetsk: «GBOU SPO KuzTSiD» Publ., 2015.89
Neprokina I.V., Pchelintseva T.S.Pedagogicheskoe
soprovozhdenie professional’noi deyatel’nosti molodykh pedagogov v shkole
[Pedagogical support of professional activities for young teachers in the
school] Pedagogika sovremennosti [Modern pedagogy], 2015,
Pinskaya M.A., Ponomareva A.A., Kosaretskii
S.G.Professional’noe razvitie i podgotovka molodykh uchitelei v Rossii
[Professional Development and Training for Young Teachers in Russia].Voprosy
obrazovaniya [Educational Studies. Moscow], 2016, no.
Agranovich M.L.(eds.), Rossiiskie uchitelya v svete
issledovatel’skikh dannykh: kol.monogr.[Russian teachers in view of research
data].Moscow: Vysshei shkoly ekonomiki Publ., 2016.313 p.
Svetonosova L.G.Professionalizm kak sostavlyayushchaya
pedagogicheskoi kul’tury nachinayushchego uchitelya [Professionalism as a
component of pedagogical culture of the beginning teacher].Vestnik
Shadrinskogo gosudarstvennogo pedagogicheskogo institute [Messenger of
Shadrinsk state teacher training university], 2015, no.2,
Urmina I.A., Gorelova N.N.Nastavnichestvo, ego znachenie v
istorii i sovremennosti [Mentoring, its importance in history and the
present].Sotsial’naya politika i sotsiologiya [Social policy and
sociology], 2010, no.7, pp.85–94.
Khamidulina N.A.«Vkhozhdenie» v professiyu uchitelya:
rossiiskii i zarubezhnyi opyt [The “entry” into the profession of teaching:
Russian and foreign experience].Sborniki konferentsii NITs Sotsiosfera
[Proceedings of the Conference of the scientific-publishing center
«Sociosphere»], 2014, no.12, pp. 53– 55.
Sharygina Yu.R.Nastavnichestvo v dostizhenii
professional’noi kompetentnosti molodogo spetsialista [Mentoring in intern’s
achieving of professional competency].Trud i sotsial’nye otnosheniya
[Labour and social relations], 2015, no.5, pp.101–113.
Ambrosetti A., Dekkers J.The Interconnectedness of the
Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring
Relationships [Elektronnyi resurs].Australian Journal of Teacher
Education, 2010.Vol.35(6).URL: http://dx.doi.org/10.14221/ ajte.2010v35n6.3
Athanases S.Z., Abrams J., Jack G., Johnson V., Kwock S.,
Mccurdy J., SUZI Riley S., Totaro S.Curriculum for mentor development: problems
and promise in the work of new teacher induction leaders.J. Curriculum
Studies, 2008.Vol.40, no.6, pp.743–770.
Beverly K., Sharon J.E.Love ‘Em or Lose Em: Getting Good
People to Stay.San Francisco: BerrettKoehler Publishers, Inc., 2005,
DeCesare D., Workman S., McClelland A.How do school
districts mentor new teachers? (REL 2016– 125).Washington, DC: U.S.Department
of Education, Institute of Education Sciences, National Center for Education
Evaluation and Regional Assistance, Regional Educational Laboratory Central,
2016.[Elektronnyi resurs].URL: http://ies.ed.gov/ncee/edlabs (Accessed:
Fransson G.Mentors assessing mentees? An overview and
analyses of the mentorship role concerning newly qualified teachers.European
Journal of Teacher Education.Vol.33, no.4.November 2010, pp.375–390.
Gold Y.Beginning teacher support.In Sikula J.(eds.),
Handbook of research in teacher education (2nd ed.).New York: Simon
& Schuster Macmillan, 1999, pp. 458–594.
Ingersoll R.M.Beginning teacher induction: What the data
tell us.Induction is an education reform whose time has come.[Elektronnyi
resurs].Phi Delta Kappan, 2012.V.93, no.8, pp 47–51.URL: http://
www.kappanmagazine.org/content/93/8/47 (Accessed: 06.12.2016).
Irby B.J., Boswell J.Historical Print Context of the Term,
“Mentoring”.Mentoring & Tutoring: Partnership in Learning,
2016.Vol.24:1, pp.1–7, doi: 10.1080/13611267.2016.1170556
Korthagen F.A.J.The gap between research and practice
revisited.Educational Research and Evaluation, 2007.Vol.13,
Nasser-Abu Alhija F., Fresko B.Socialization of new
teachers: does induction matter? Teaching & teacher education,
2010.Vol.26 (8), pp.1592–1597.
Rippon, J.H., Martin, M.What makes a good induction
supporter? Teaching & teacher education, 2006.Vol.22 (1),
Rivkin S.G., Hanushek E.A., Kain J.F.Teachers, schools and
academic achievement.Econometrica, 2005.Vol.73(2), pp.417–458.
Roberson S.,Roberson R.The role and practice of the
principal in developing novice first-year teachers.Clearing house,
2009.Vol.82 (3), pp.113–118.
Schatz-Oppenheimer O.Being a mentor: novice teachers’
mentors’ conceptions of mentoring prior to training.Professional Development
in Education, 2016.doi: 10.1080/19415257.2016.1152591
Schmidt M.Mentoring and being mentored: the story of a
novice music teacher’s success.Teaching & Teacher Education,
Seok K.and Berliner D.C.Characteristics of teacher
induction programs and turnover rates of beginning teachers.The teacher
educator, 2012.Vol.47 (4), pp. 268–282.
Stanulis R.N., Little S., Wibbens E.Intensive mentoring
that contributes to change in beginning elementary teachers’ learning to lead
classroom discussions.Teaching & teacher education, 2012.Vol. 28,
Trubowitz S., Robins P.M.The good teacher mentor: setting
the standard for support and success [Elektronnyi resurs].New York, NY:
Teachers College Press.2003..URL: http://bookfi.net/book/1130973 (Accessed: