ON THE QUESTION OF THE PATTERNS OF DEVELOPMENT OF PEDAGOGICAL MENTORING IN EDUCATIONAL ORGANIZATIONS: AN EPISTEMOLOGICAL ASPECT

The systemic and dynamic complexity, integrative nature, and multifunctionality of the teaching and learning process in educational organizations, which are particularly evident in the current context of socio-pedagogical transformations at various levels, naturally necessitate its systematic scientific research. This article examines theoretical approaches to defining the essence of the concepts of pedagogical mentoring and pedagogical patterns, establishing methods for classifying patterns in pedagogy, and presents the results of a theoretical analysis of scientific pedagogical research by domestic and foreign authors (China, Norway, Vietnam, Great Britain, etc.). The epistemological approach to the study is determined by the dialectic of the theoretical and empirical in the experience of a mentor teacher, manifested through the transfer of not only successful experience and professional pedagogical knowledge, but also the appropriation of pedagogical norms, value systems, and behavioral models, that is, their internalization. The article presents the results of a large-scale longitudinal study conducted among teaching staff and administrators of general and vocational education organizations. It utilized theoretical and empirical methods. The sample size was 5,402 individuals; the questionnaire included a total of 348 indicators. Based on the obtained data, the phenomenology of pedagogical mentoring, the pedagogical “peer group” and pedagogical patterns were identified. The study identified patterns in the development of pedagogical mentoring at the present stage within the educational process of educational organizations. These patterns are classified by the degree of generality as specific, by the level of knowledge as empirical, by the method of definition as qualitative, by the nature of the reflected relationships as patterns of strict determination. The concepts of pedagogical mentoring and pedagogical patterns” were also clarified.

pedagogical mentoring system, patterns of development of pedagogical mentoring, teacher-mentor, theory and practice of mentoring, professional and pedagogical level, maturity of the teaching staff, internalization of pedagogical values, peer group, unity of pedagogical practice and theory, classification of patterns, educational process, educational organization

Zelenov Yu. N., Yugfeld E. A. On the question of the patterns of development of pedagogical mentoring in educational organizations: an epistemological aspect. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;4(73):330— 336. DOI: 10.25683/VOLBI.2025.73.1448.