Methodology of mentoring in the context of the guidance of a preschool educational organization

Abstract

Introduction. The methodology of mentoring is an independent scientific field. Over the past few decades, the scientific foundations of mentoring have been used abroad not only in the business industry, but also in the structures of educational organizations. Mentoring is a special managerial capacity, with techniques and methods of interaction that contribute to the progress and positive changes in the organization. Head of a preschool educational organization in the context of globalization simply cannot adhere to the authoritarian management style that has been popular for a long time. Mentoring is an attractive way to manage an educational organization, its methodology allows many leaders to master the structure of effective management of an educational organization, using techniques such as shadowing, coaching, budding, advising. In the article, we reviewed the latest research in the field of mentoring: the most «advanced» approaches; methods, ways and techniques for translating the scientific foundations into the practice of a preschool educational organization.
Purpose setting. The goal is to form the concept of mentoring in a preschool educational organization. Based on the goal, we can single out the main task of the study, which will be to introduce the methodology of mentoring into the work of the head (mentor) of a preschool educational organization.
Methodology and methods of the study. The research method was a critical analysis of foreign literature on the topic of Western, including American mentoring since the 1990s. until the present. We used the approach of critical thinking and the method of expert opinion, with the help of which we studied the Volga region area (Chuvash and Mari republics) and the Cis-Urals region area (Republic of Bashkortostan).
Results. Ideas about mentoring are generalized with mentoring. Our task was to single out mentoring as a separate direction, which demonstrates the subjective position of the instructor (where the leader single-handedly «instructs» the ward) and the objective position of the mentor (where the mentee teacher is offered options and ways to make an independent decision).
Conclusion. The leaders of preschool educational organizations note that the use of mentoring allows us to consider interaction in the context of «do as you can, but you have many ways to solve it». The process of delegating responsibilities between mentee teachers is more confident, which certainly transforms managerial potential. The scientific foundations of mentoring are being adapted to the globalization of the educational space, introducing new components into the structure of relationships between managers and subordinates. The coefficients of intelligence and emotionality make it possible to take into account the individual characteristics of mentors and mentees in an educational organization.