Mentorship algorithm in the pre-professional training of pedagogical class students
Abstract
The study aims to present a theoretically grounded and practice-oriented mentorship algorithm for the “teacher – pedagogical class student” pair, incorporating diagnostic tools, a criteria-based framework for assessing the professional readiness of pedagogical class students, and steps for implementing the algorithm in real school practice. The article examines the transformation of mentorship within the system of pre-professional pedagogical training for school students. The necessity of transitioning from a traditional hierarchical mentorship model to networked, flexible, and data-oriented formats of interaction in the “teacher – mentor – pedagogical class student” triad is substantiated. The presented diagnostic toolkit is based on the principles of formative assessment (focus on individual achievements and development of the mentee’s reflective self-assessment, clear alignment of the mentee’s performance results with the tasks assigned to them), digital artifacts (digital objects created or purposefully used by the mentee), and analysis of reflection and self-assessment data. The scientific novelty of the study lies in the integration of formative assessment and networked forms of interaction into a unified system of early career guidance. As a result of the study, a criteria-based framework for assessing the effectiveness of mentorship practices was developed, integrating professional-activity, reflective-personal, outcome-practical, and process indicators. The author presents an algorithm for implementing mentorship in a hybrid environment of school socio-pedagogical practice.