TEACHERS’ PEDAGOGICAL COOPERATION IN THE CONTEXT OF MENTORING
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Author(s): | Smirnova N. V., |
| Number of journal: | 1(74) | Date: | March 2026 |
| Annotation: | In the context of increasing complexity of teachers’ professional activity and the transformation of the school educational environment, mentoring gains particular importance as a pedagogical mechanism for the professional development of novice teachers. Despite the formal institutionalization of mentoring practices, their implementation often remains procedural and does not ensure the development of a subject- oriented professional position or readiness for pedagogical cooperation. The purpose of this article is to theoretically substantiate a mentoring model focused on the formation of novice teachers’ professional readiness for pedagogical cooperation. The methodological framework of the study is based on the principles of general pedagogy, activity-based and axiological approaches, as well as the analysis of contemporary empirical studies on professional deficits of novice teachers. The research employs methods of theoretical analysis, generalization, and pedagogical modeling. As a result, criteria for analyzing mentoring practices are identified, allowing differentiation according to the nature of interaction, the position of the mentee, the role of reflection, and the orientation of joint professional activity. The study demonstrates that professional deficits identified among novice teachers in organizing joint activities, professional interaction, and reflection necessitate a shift in mentoring from predominantly regulated forms of support toward practices based on joint professional activity and reflective interaction. The scientific novelty of the study lies in conceptualizing mentoring as a pedagogical mechanism for developing professional readiness for cooperation rather than merely a tool for adaptive support. The practical significance of the article lies in the possibility of using the proposed model to analyze, design, and evaluate mentoring programs in general education and in-school mentoring practices. | ||
| Keywords: | mentoring, pedagogical cooperation, novice teacher, professional development, professional interaction, teacher value orientations, professional readiness, pedagogical reflection, joint professional activity, educational organization |
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| For citation: | Smirnova N. V. Teachers’ pedagogical cooperation in the context of mentoring. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;1(74):580—584. DOI: 10.25683/VOLBI.2026.74.1515. |
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