Mentoring as a continuous pedagogical process of professional growth of a teacher

Abstract

The article discusses the issues of mentoring on the example of the implementation of the Presidential program “100 graduate students-teachers”, reveals the main directions and forms of implementing the mentoring scholar-teacher model, as well as its role in the formation and development of research activities of teachers in the Republic of Sakha (Yakutia) .
The authors present the experience of introducing innovative experience in mentoring teachers; reveal the features of the implementation of the model, where special attention is paid to the problems of training research and pedagogical personnel for the general education system; identify organizational and pedagogical conditions aimed at increasing the level of research skills of teachers, contributing to the development of their personal and professional potential.
At present, teachers themselves note that they do not possess the skills of research activities at a sufficiently high level in order to organize and manage the research work of students.