Students’ Views on Mentoring as a Type of Guidance Activity
https://doi.org/10.26907/esd.19.1.11
EDN: RLZCRN
Abstract
The data of an empirical study obtained on the basis of a survey of 120 students of Balashov Institute of Saratov State University enrolled in the areas of training of bachelors which are in the enlarged group of areas and specialities ‘Education and Pedagogical Sciences’ are presented. In the course of an empirical study, an author's questionnaire was applied aimed at identifying students' awareness of mentoring as one of the types of mentoring activities in the pedagogical field. The following has been found. Students are aware of the role of mentoring in the pedagogical process to varying degrees. The vast majority of students would like to expand the experience of mentoring interaction. Students consider responsibility, pedagogical competence, free communication skills, pedagogical tact, the perception of the equivalence of students, organizational skills, flexibility of thinking and self-acceptance as the most important characteristics of ‘mentoring’. It is concluded that students’ ideas of mentoring are divided into four types: ‘realistic-positive’, ‘ignorant-optimistic’, ‘ignorantcautious’, ‘realistic-indifferent’. The data obtained indicate an insufficiently complete understanding of students about the role of mentoring in the pedagogical process. The necessity of developing and introducing into the educational process of universities a practice-oriented programme that reveals the essence of mentoring in the format of additional education courses is emphasized.
About the Authors
O. Karina
Balashov Institute of Saratov State University
Russian Federation
Russian Federation
Balashov
M. Luchenkova
Balashov Institute of Saratov State University
Russian Federation
Russian Federation
Balashov
N. Shustova
Balashov Institute of Saratov State University
Russian Federation
Russian Federation
Balashov
References
1. Arzhanykh, E. V. (2017). Role of Mentoring System in Professional Development of Entry-Level Teachers. Psihologicheskaya nauka i obrazovanie – Psychological Science and Education, 22(4), 27–37. https://doi.org/10.17759/pse.2017220405
2. Bondarenko, N. Yu. (2009). Five essential mentoring techniques. How to train and motivate adults. Upravleniye korporativnoy kul'turoy – Corporate culture management, 4, 282–289.
3. Bozadzhiev, V. L. (2010). On the issue of psychological readiness for professional activity. Mejdunarodnii jurnal eksperimentalnogo obrazovaniya – International Journal of Experimental Education, 7, 98–99.
4. Budnikova, S. P. (2018). Evaluation by Graduates of Pedagogical Universities their Readiness for Professional Pedagogical Activity. Psihologicheskaya nauka i obrazovanie – Psychological Science and Education, 23(5), 112–123. https://doi.org/10.17759/pse.2018230511
5. Derkach, A. A., Zezykin, A. K., & Markova, A. K. (2000). Psychology of professional development. RAGS Publ.
6. Dudina, E. A. (2017). The essence of mentoring in continuing professional development of teaching staff in Great Britain. Vestnik Novosibirskogo gosudarstvennogo pedagogicheskogo universiteta – Novosibirsk State Pedagogical University Bulletin, 7(1), 49–62. https://doi.org/10.15293/2226-3365.1701.04
7. Dyachenko, V. K. (1991). Collaboration in learning: on the collective way of educational work. Prosveshcheniye Publ.
8. Ghosh, R. (2014). Antecedents of mentoring support: A meta-analysis of individual, relational, and structural or organizational factors. Journal of Vocational Behavior, 84(3), 367–384. https://doi.org/10.1016/j.jvb.2014.02.009
9. Haensly, P. A., & Parsons, J. L. (1993). Creative, Intellectual, and Psychosocial Development through Mentorship: Relationships and Stages. Youth and Society, 25(2), 202–221. https://doi.org/10.1177/0044118X93025002002
10. Klimov, E. A. (2003). Paths to professionalism: A psychological view. A study guide for universities. Flinta Publ.
11. Koreshnikova, Yu. N., & Froumin, I. D. (2020). Teachers’ Professional Skills as a Factor in the Development of Students’ Critical Thinking. Psihologicheskaya nauka i obrazovanie – Psychological Science and Education, 25(6), 88–103. https://doi.org/10.17759/pse.2020250608.
12. Leontyev, D. A. (2002). Self-actualization as a driving force of personal development: A historical and critical analysis. In Modern Psychology of Motivation (pp. 13–46). Smysl Publ.
13. Margolis, A., Arzhanykh, E., & Khusnutdinova, M. (2019). Institutionalization of Mentoring as a Resource for Professional Development of Russian Teachers. Voprosy Obrazovaniya – Educational Studies Moscow, 4, 133–159. https://doi.org/10.17323/1814-9545-2019-4-133-159
14. Novita, P. (2021). Motivation in Teacher Education: The Forgotten Element and Its Snowball Effect. Obrazovanie i samorazvitie – Education and Self Development, 16(3), 60–70. https://doi.org/10.26907/esd.16.3.07
15. Nugumanova, L. N., & Yakovenko, T. V. (2018). Mentoring as a form of continuing education and professional self-realization of the teacher. Problemy sovremennogo pedagogicheskogo obrazovaniya. Seria: Pedagogika i psihologiya: sbornik nauchnyh trudov – Рroblems of Modern Pedagogical Education. Pedagogy and Psychology Series: Collection of scientific papers, 60(4), 302–305.
16. Osipova, T. Yu. (2015). Functional vectors of pedagogical mentoring. Nauchno-metodicheskij elektronnyj zhurnal «Koncept» - Scientific and methodological electronic journal “Koncept”, 3, 141–145. http://e-koncept.ru/2015/15083.htm.
17. Popov, A. A. (1996). Tutoring as a pedagogical system of cultural self-determination. In Tutoring: idea and ideology. A collection of scientific papers (pp. 49–56). Tomsk Pedagogical University.
18. Roberts, A. (2000). Mentoring revisited: a phenomenological reading of the literature - Mentoring & Tutoring: Partnership in Learning, 8(2), 145–170. https://doi.org/10.1080/713685524
19. Rhodes, J., Spencer, R. (2010). Structuring mentoring relationships for competence, character, and purpose. New Directions for Youth Development, 126, 149–152 https://doi.org/10.1002/yd.356
20. Rozhkova, K. V., & Roshchin, S. Yu. (2021). Non-Cognitive Characteristics and Higher Education Choices. Voprosy obrazovaniya – Educational Studies Moscow, 4, 35–73. https://doi.org/10.17323/1814-9545-2021-4-35-73
21. Rybkin, I. V. (2005). Social success coaching. The Institute of General Humanitarian Research Publ.
22. Sander, M. (2015). The effects of high-quality student mentoring. Economics Letters, 136, 227–232. https://doi.org/10.1016/j.econlet.2015.09.043
23. Schunk, D. H., & Mullen C. A. (2013). Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning. Educational Psychology Review, 25, 361–389. https://doi.org/10.1007/s10648-013-9233-3
24. Selivanova, A. O. (2018). Individual support of a student in the process of social and pedagogical training. Socialnaya pedagogika – Social pedagogy, 4, 53–58.
25. Shakirova, D. M. (2019). Critical thinking. The Institute for Educational Development of the Republic of Tatarstan (SAOU DPO IRO RT) Publ.
26. Smith, A. (2007). Mentoring for experienced school principals: Professional Learning in a safe place. Mentoring & Tutoring: Partnership in Learning, 15, 277–291. https://doi.org/10.1080/13611260701202032
27. Super, D. E. (1985). Self-realization through the work and leisure roles. Educational and Vocational Guidance, 43, 1–7.
28. Tikhomirova, M. A., Bordovskaia, N. V., & Koshkina, E. A. (2022). Psychological Well-Being of Teachers. Obrazovanie i samorazvitie – Education and Self Development, 17(2), 188–202. https://doi.org/10.26907/esd.17.2.15.
29. Vershlovskiy, S. G. (2014). Teacher of postgraduate education system as an andragogue. Chelovek i obrazovanie – Man and education, 1(38), 4–7.
30. Yamamoto, K. (1988). To See Life Grow: The Meaning of Mentorship. Theory Into Practice, 27(3), 183–189.
Review
For citations:
Karina O., Luchenkova M., Shustova N. Students’ Views on Mentoring as a Type of Guidance Activity. Education and Self-Development. 2024;19(1):143-158. (In Russ.) https://doi.org/10.26907/esd.19.1.11. EDN: RLZCRN
Views:
7
Email this article 