MENTORSHIP TECHNOLOGIES IN THE PROFESSIONAL DEVELOPMENT OF TEACHING STAFF AT INSTITUTIONS OF PROFESSIONAL PRE-HIGHER EDUCATION

Abstract

The article examines mentoring as an effective technology for the professional development of teaching staff in institutions of professional pre-higher education under the conditions of transformation of Ukraine’s educational system and its integration into the European educational space. The relevance of mentoring is substantiated in view of the challenges associated with improving the quality of the educational process, the need to support the adaptation of novice teachers to professional activity, and the implementation of innovative pedagogical and digital technologies. Theoretical approaches to the interpretation of the concept of “mentoring” are analyzed; its essence, purpose, objectives, value orientations, principles, and functions within the system of professional development of teaching staff are revealed. The key roles of a mentor teacher (consultant, trainer, coach, tutor, etc.) are identified, and the requirements for their professional and personal competencies are outlined. The significance of mentoring for the formation of the professional identity of novice teachers, the development of their motivation, leadership qualities, capacity for self-analysis, self-directed learning, and self-development is demonstrated. Particular attention is paid to coaching technologies as a modern tool for individualized support of teachers’ professional growth. An eight-stage technology for conducting coaching sessions with young lecturers is presented in detail, ensuring targeted support, activation of internal resources, and the formation of skills for conscious planning and professional decision-making. The feasibility of combining traditional forms of mentoring with coaching approaches in the practice of colleges is substantiated. It is concluded that mentoring is an important condition for increasing the effectiveness of the professional activity of teaching staff, enhancing the quality of the educational process, and implementing educational innovations. Prospects for further research related to the development of modern mentoring models and criteria for assessing the effectiveness of mentoring activities are outlined.