Competencies of heads of preschool educational organizations in the theory and practice of mentoring in the Russian Federation

Introduction. On the territory of the Russian Federation, mentoring is especially popular. However, mentoring activities are often directive in nature: «Do as I do!» Distant relationships develop between managers and subordinates that affect only work areas, while mentoring is about strategic partnership. Here we are talking not only about achieving high results in the professional field (in our case, in a preschool educational organization), but also in the development of special coefficients of intellectual, spiritual and emotional factors in the development of the personality of mentee teachers; special ways of managing a mentor in a preschool educational organization. Purpose setting. The goal is to conduct a comparative analysis of an express survey from a set of questions among the heads of preschool educational organizations to determine the most relevant competencies in mentoring, as well as to identify what internal motives managers and senior educators are guided by when working with mentee teachers. Methodology and methods of the study. As a result of a specially prepared, author's questionnaire for heads of preschool educational organizations, ideas of positive and fruitful interaction between a mentor and mentee-teachers were identified. Results. The problem of transferring accumulated experience is resolved by applying the scientific foundations of mentoring. Among the mentee teachers there are specialists with many years of experience, as well as novice teachers, and each of them has a certain «own» set of professional competencies: the dynamism of novice teachers, coupled with the enormous opportunities for solving the tasks set by teachers based on accumulated experience, with many years of experience working with children and their parents. We tried to monitor the types of mentoring through the prism of professional competencies with a set of necessary skills, which together turn out to be the most significant in the process of managing a preschool educational organization. Also particularly relevant in the study is the research of the process of formation of professional competencies, both for managers and for their wards – mentee teachers. The novelty of the research lies in the development of new approaches and professionally significant competencies for leaders (mentors) and teachers (mentee) of preschool educational organizations. Conclusion. The methodological basis of the longitudinal study was the methods of expert opinion, critical analysis, as well as monitoring the formation of professionally significant competencies of leaders (mentors) of preschool educational organizations. The study presents the results of express survey on the territory of the Russian Federation.

general pedagogy, mentoring, mentor, competencies of managers, competencies of mentee teachers, mentee teacher, educational methodology, vocational education,

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