Adapted mentoring concepts in a preschool educational organization

Abstract

Introduction. When implementing mentoring in a preschool educational institution, it is crucial to create a system of effective support for the professional development of young and aspiring teachers, tailored to the needs and context of the specific institution. Currently, both internationally and domestically, there are numerous different forms and tools of mentoring aimed at promoting effective interaction between all participants in the preschool educational environment. Goal. The study aims to determine the effectiveness of mentoring in the process of applying various approaches in a preschool educational organization. Materials and methods. Taxonomic models of mentoring taking into account the approaches of acmeology, personification and assertiveness, statistical data from surveys using Google forms, the method of expert opinion and critical thinking. Results and discussion. Determining the affiliation of preschool educational organization managers with a specific management style based on the presented parametric models: personalized, assertive, and acmeological approaches in behavioral models, taking into account the individual qualities of the individual, where the concentration of the management potential of mentors occurs. Conclusion. The use of various models in the management practice of a preschool educational organization will facilitate effective interaction and the establishment of fruitful contacts for all participants in the educational process, including mentors and mentee-teachers.