Mentoring as a mechanism of professional socialization of future teachers

the problem of professional socialization of young teachers in the context of staff shortage in the modern education system is considered. Based on the analysis of the main approaches to the understanding of the phenomenon under study, mentoring as a mechanism of professional socialization of future and novice teachers is characterized, taking into account the features and opportunities of psychological and pedagogical support at all stages of entry into the profession. Qualitative changes in the process of implementing the system of support for teachers in the process of professional socialization can be assessed by several indicators: an increase in the positive attitude to the teaching profession among students of psychology and pedagogy classes, the growth of interest in mentoring among university graduates and young professionals, the perception of mentoring as a means of improving their professional performance. Practical indicators are related to the results of participation in professional development competitions, conferences, as well as consolidation in the professional sphere. The presented system of psychological and pedagogical support of future teachers at all stages of their professional socialization provides young people with assistance in a psychologically safe environment in self-knowledge and analysis of their roles and opportunities in the upcoming professional activity, which helps to overcome insecurity and self-doubt, eliminate psychological and communicative barriers, as well as allows to rethink professional choice and readiness for personal and professional development within the framework of the chosen professional activity.

professional socialization, psychological and pedagogical support, young teacher, mentoring, personal and professional development, professional deficits, professional training