ARPHA Proceedings 3: 1829-1838, doi: 10.3897/ap.2.e1829
Mentoring as an Effective Practice of Teacher Professional Development Managing in the Continuous Pedagogical Education System
Lyudmila A. Nugumanova, Galiya A. Shaykhutdinova, Tatyana V. YakovenkoCorresponding author: Lyudmila A. Nugumanova © Lyudmila A. Nugumanova, Galiya Shaykhutdinova, Tatyana V. Yakovenko. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Citation:
Nugumanova LA, Shaykhutdinova GA, Yakovenko TV (2020) Mentoring as an Effective Practice of Teacher Professional Development Managing in the Continuous Pedagogical Education System. In: Gafurov I, Valeeva R (Eds) VI International Forum on Teacher Education, Kazan Federal University, Russia. May 27 - June 9, 2020. ARPHA Proceedings 3: 1829-1838. https://doi.org/10.3897/ap.2.e1829 |  |
Abstract
Based on the analysis of domestic and foreign experience, as well as of own professional activity practice in the institution of supplementary vocational education, the authors reveal the mentoring advantages in the development of pedagogical and management staff professional skills. The authors note that the most important mechanism for the mentoring activities development in the system of teachers’ and managers’ professional development can be a regional electronic resource used for the gradual transition to e-mentoring technology — a modern project for working with human resources, as well as for organizing mentors’ network interaction.
Keywords
mentor, project, supplementary vocational education, professional development, teacher