An algorithm of mentoring activity in developing the professional agency of pre-service teachers

Abstract

The article aims to theoretically substantiate, develop, and empirically verify an algorithm of mentoring activity that ensures the phased development of the professional agency of pre-service teachers. The paper defines the essence and content of a teacher’s professional agency, presents a three-stage algorithm of mentoring activity comprising a set of reflection-oriented exercises, and substantiates the need for differentiated mentoring support based on identified agency profiles of pedagogical university students. The empirical study was conducted at the V. G. Belinsky Pedagogical Institute of Penza State University (N = 100 students aged 18-20.5 years). The scientific novelty lies in developing a differentiated algorithm of mentoring activity tailored to pre-identified student agency profiles. It is proven for the first time that a managed transition from reproductive imitation to autonomous pedagogical design is achieved through the phased devolution of subjective initiative via cooperative reflection. The findings establish that the development of pre-service teachers’ professional agency is non-linear and uneven, which necessitates the application of flexible, variable mentoring strategies. Empirical data confirm that implementing the proposed algorithm fosters a qualitative shift from reproductive copying of mentors’ actions toward variable modeling and problem-solving in pedagogical situations.