Implementation of the teacher-mentor student-trainee subject methodologist mentorship program in the context of teaching practice: insights from experience

Abstract

Introduction. Pedagogical practice, as a crucial stage in the professional training of a teacher to-be, should be carried out under conditions of constant guidance and support from both the mentor teacher and the subject methodologist. Goal The study aims to provide a summary and analysis of the results of the mentorship program. Materials and methods. The experimental work was integrated into the educational and profes­sional training process of 55 students from 2022 to 2025. A set of complementary methods was used at the theoretical level (analysis of psychologi­cal-pedagogical and methodological literature on the research problem, systematization and generalization of existing pedagogical experience) and at the empirical level (observation, interview, oral and written surveys, methods of mutual and self-assessment). Results and discussion. The mentor­ship program, aimed at fostering relationships within the core triad of teacher-mentor « student-trainee « subject methodologist, offers distinct advantages for both student-trainee (clear understanding of career expectations and realization of whether the right choice was made, establishment of professional contacts) and mentors (expansion of scientific collaboration, intensive methodological exchange with future educators). For over three years, we have piloted a program of joint coordinated work between a teacher-mentor and a methodologist, following the logic of distinct work stag­es: organizational-preparatory, process-oriented, and reflective-evaluative ones. Conclusion. The interim results of the mentorship program imple­mentation have had a noticeable impact on the development of student-trainees and the enrichment of mentor teachers’ experience. They have con­tributed to more effective assimilation of educational material by students, their preparation for independent pedagogical activities, and an increase in the professional motivation of teachers to-be. Further research prospects include the development of additional control and measurement tools, the expansion of the scope of seminar sessions within the combined practice format, and the inclusion of young teachers from schools that are not cur­rently among the basic practice schools in the mentorship program.