Mentoring in the context of the implementation of the dual approach in personnel training

Introduction. The article presents the experience of training qualified workers and employees in the process of mutually beneficial partnership in the dual interaction of an educational organization and an employer in the context of the implementation of the «Specialty» project and the reduction of training periods, when the success of professional training depends on the effectiveness of the interaction of the teacher and mentor and when the role of the mentor is largely actualized. Purpose setting. The purpose of this study is to consider the possibilities of a dual approach at the level of the closest interaction – between the teacher of the educational organization (engineering teacher) and the heads of the practice in production (mentors) in joint training for the needs of the enterprise, which allows to combine the personnel and material resources of interested parties and, in general, contributes to improving the quality of education. Solving this problem contributes to: 1) systematic professional development of the tandem «teacher» and «mentor», exchange of professional and pedagogical experience; 2) development of psychological and pedagogical knowledge and skills of teachers; 3) activation of educational and cognitive activity of students; 4) formation of the need for self-development of students, teachers and mentors. Methodology and methods of the study. The leading approaches to the research are personality-oriented, activity-oriented, systematic, contributes to improving the effectiveness of the interaction of the «teachers – mentor» tandem in the joint training of in-demand personnel corresponding to modern realities and contributing to the successful implementation of the project «Specialty». Results. The significance of the research results lies in the fact that didactic conditions have been identified and a model of dual-creative interaction has been developed, taking into account the interests of all parties in the training process, where the key figure is the personality of the student. The results also allow us to determine the prospects for further studies of this problem, which consist in the creation of scientifically based technologies for designing the content of education in conditions of effective social partnership, identifying more effective forms, means and methods of mentoring. Conclusion. The presented methodology of training workers on the basis of effective dual-creative interaction can be useful for teachers of practical training, masters of vocational training, teachers of technology and successfully applied in short-term courses of adult education, professional development, training and retraining of qualified workers and employees.

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