TYPOLOGICAL CHARACTERISTICS TO THE PORTRAIT OF THE TEACHER-TUTOR OF THE YOUNG EDUCATORS

• Main Author: Ольга Безсонова
• Format: Article
• Language: English
• Published: Drohobych Ivan Franko State Pedagogical University 2018-02-01
• Series: Людинознавчі студії: Серія Педагогіка
• Subjects: портрет наставника, наставник, якості особистості, професійно-значущі якості особистості, професійні цінності, авторитет педагога
• Online Access: http://lssp.dspu.edu.ua/article/view/119533

BESSONOVA Olga – scientific correspondent of Preschool Education Laboratory, Institute for Education Problems, National Academy of Educational Sciences of Ukraine, M. Berlynskyj str., 9, Kyiv, 04060, Ukraine (74bessonov@ gmail.com) ORCID: https://orcid.org/0000-0003-0897-3029 ResearcherID: http://www.researcherid.com/rid/D-4330-2018 DOI: https://doi.org/10.24919/2313-2094.6/38.119533 To cite this article: Bessonova, O. (2018). Typolohichni kharakterystyky do portreta pedahoha-nastavnyka molodykh vykhovateliv [Typological characteristics to the portrait of the teacher-tutor of the young educators]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 26–37. doi: 10.24919/2313-2094.6/38.119533 [in Ukrainian]. Article history Received: 30 October 2017 Received in revised form: 28 December 2017 Accepted: 15 February 2018 Available online: 5 April 2018   Abstract. The transfer of knowledge, skills and experience to young educators plays an important role in the efficiency of the functioning of modern institutions of education, ensuring the quality of their tasks and functions. Therefore, there is a special demand in the market of educational services for highly qualified and responsible teachers which are characterized by mobility, dynamism, constructiveness, self-reliance and prudence in decision-making. At the modern stage the teacher-mentor is able to provide professional development of young teachers in the conditions of kindergarten. The teacher-mentor ensures the professional development of young teachers under the conditions of the workplace. The article deals with the structural components of the personality of the teacher-mentor (individual-typological characteristics, motivational component, competent and reflexive), that determine effective realization of mentoring activity. The parts of elements, which provide sustainable professional development of young teachers, will contribute to establishment of mutual contacts between experienced and young teachers. The advantages and risks of interaction and influence of certain types of mentors on young teachers are defined and the projected benefit which a young teacher receives from interaction with a certain type of mentor. Based on the selection of the dominant component of the mentor’s personality and the leading function, the following eight types of mentor’s personalities were allocated: humanist, dictator, analyst, skillful fingers, manipulator, eternal child, counselor and seeker. Each of these types has both advantages and disadvantages. Every young teacher has his own corresponding type of a teacher-mentor, depending on the following factors: the type of the young teacher, at what stage of professional development is a young teacher, what professional support is needed (the dominant function performed by the mentor).     Acknowledgments. Sincere thanks to pedagogical staff at preschool establishments «Meridian», «Horizont» and «Zarnytsia» in Kyiv, in particular Prokhnitska Eleonora, Pavlova Iryna and Grygorovych Mariya, for their assistance. Funding. The author received no financial support for the research, authorship, and/or publication of this article.