Reflexive-personalized model formation of pedagogical position "mentor for development
https://doi.org/10.26795/2307-1281-2022-10-4-12
Abstract
Introduction. The methodology of personalized adult education and effective management of the process of reflexive training of "age-appropriate professionals" require from a modern manager of all levels the ability to think in a new way, actually abandoning the established stereotypes of thinking and overcoming the inertia of past experience of professional activity. In this regard, the question of designing a personalized system for the formation of a new professional position "mentor for development", aimed at mastering the mechanisms of reflexive management of educational activities by a teacher, at developing the ability to enter professional communities, to reflect on their own activities and on this conceptual and methodological basis to build and implement fundamentally new professional standards, becomes relevant.-professional activity with the irreversibility of reaching a new level of professional development.
Aim. The purpose of the article is to substantiate the general idea of the unique essence of a modern teacher to become and be a professional, able to set the semantic space of "growing human in a person" by means of his profession and to reveal the conditions and reflexive mechanisms for the formation of a new professional position of a mentor for development.
Materials and Methods. The basis of creative search and an effective means of professional development of teachers in a personalized model of education is reflexive management, in which three basic functions of reflection are distinguished: an organizational function associated with the construction of corporate training, organizations of collective activity of participants in innovative educational events; a developing function aimed at the formation of positionality and reflexivity, which guarantee the possibility of constructing new author's samples and a way of activity with the presence of the ability to change oneself and manage one's activities. The reflexive-activity approach and expert-project methodology serve as a methodological basis for the formation of a mentor for development, incorporating techniques and methods for constructing conceptual schemes of a continuous process of synthesizing and methodological reflection as a teacher's complex thinking ability to constantly critically analyze and evaluate each step of the implementation of a productive action during the decision tasks of.
Results. A reflexive-personalized model of the position of a mentor for development at a pedagogical university, a methodology for organizing and diagnosing synthesizing reflection in personalized teaching of teachers have been developed, the functions of reflection at the stages of solving managerial problems in the context of organizing a federal innovation platform of the Ministry of Higher Education and Science of the Russian Federation “Network project of training the mentor for development”, which made it possible to determine the criteria for building the practice of mentoring in educational organizations - co-executors of the network project, have been defined and highlighted.
Discussion and Conclusion. The scientific novelty of the results and educational products is determined by the development of a set of conditions and reflexive mechanisms for the formation of a professional position of a mentor for development, in whose professional activity the productive and concrete embodiment of the key principle in a specific place "here and now" is revealed - orientation to the personalization of the educational process based on the use of digital technologies and the integration of advanced achievements psychological and pedagogical science and innovative experience of pedagogical activity. The embodiment of this concretization in the conditions of a reflexively personalized model does not reduce the semantic essence of the scientific work being carried out, but on the contrary, productive and effective practice of mentoring activities can be presented and reflected as a whole, coinciding and adequate in terms of meanings, strategic goals and methods of advancing continuous pedagogical education.
Supporting agencies: The article was carried out as part of the implementation of the State task for the implementation of research work "Methodology for designing personalized tracks for advanced training of teachers based on the results of a comprehensive diagnosis of the formation of professional competencies" dated 13. 01. 2022 No. 073-03-2022-112
About the Authors
G. A. Ignatieva
Minin Nizhny Novgorod State Pedagogical University (Minin University)
Russian Federation
Russian Federation
Galina A. Ignatieva, Doctor of Pedagogical Sciences, Professor, Head of the Laboratory
Design and Network Laboratory of Advanced Adult Education
Nizhny Novgorod
A. V. Grishina
Minin Nizhny Novgorod State Pedagogical University (Minin University)
Russian Federation
Russian Federation
Anna V. Grishina, Candidate of Psychological Sciences, Associate Professor, Head of the Department
Department of Scientific Research
Nizhny Novgorod
E. K. Samerkhanova
Minin Nizhny Novgorod State Pedagogical University (Minin University)
Russian Federation
Russian Federation
Elvira K. Samerkhanova, Doctor of Pedagogical Sciences, Professor, First Vice-Rector
Nizhny Novgorod
O. V. Tulupova
Minin Nizhny Novgorod State Pedagogical University (Minin University)
Russian Federation
Russian Federation
Oksana V. Tulupova, Candidate of Pedagogical Sciences, Associate Professor, Director of the Center
Federal Center for Scientific and Methodological Support of Pedagogical Workers
Nizhny Novgorod
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