DOI: 
http://dx.doi.org/10.15293/1813-4718.2305.09
UDC: 
37.01 + 371.311.1
Dudina Elena A.
Assoc. Prof. of Foreign Languages Department, Novosibirsk State Pedagogical University, elenadudina@list.ru, Novosibirsk
Pozdeeva Svetlana I.
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Head of the Department of Pedagogy and Methodology of Primary Education, Institute of Childhood, Head of the Laboratory of Methamethodology, Institute of Teacher Education Development, Tomsk State Pedagogical University; Professor, National Research Tomsk Polytechnic University, svetapozd@mail.ru, Tomsk

Mentoring as a Focus of Russian and International Research Investigations

Abstract: 
Introduction. Modern Russian educational environment is characterized by a rapid growth in research and practical interest in the phenomenon of mentoring. Currently, it is significant to reconsider the approaches to mentoring taking into account its historical foundations. The purpose of this article is to review the topics and problems of mentoring in Russian and international scholarly literature and to identify common theoretical foundation in understanding the phenomenon of mentoring as well as reveal the current trends of studying and implementing mentoring. Methodology. In order to solve the research problem, the authors applied the following methods: review and analysis of Russian and international research literature devoted to mentoring, systematization and summarizing the research data. Results. The analysis of Russian and international research literature enabled the authors to conclude that understanding the phenomenon of mentoring has evolved from ‘the tool of preparing to independent adult life’ to ‘the tool of continuing education and development, societal development, preserving and increasing of human capital’. The first attempts to understand and clarify mentoring were made in belles-lettres and philosophical treatises addressing the problems of moral education. Then, the focus shifted to the professional field: mastering the profession, development of professional competence. Mentoring has been studied according to the fields of implementation (education, professional and industrial activities, social sphere, etc). Researches has focused on the functions of mentoring and its models, development and stages of mentoring relationships, conceptualization of mentoring and its differentiation from other forms of individualized support, guidance and learning. Conclusion. The article concludes that currently mentoring is studied as a complex interdisciplinary phenomenon which is conceptualized within the meaningful paradigm of dialogue, collaboration, intellectual and moral efforts aimed at discovering personal meanings of the activity.
Keywords: 
mentoring; mentor; collaboration; trends in studying mentoring; typology of mentoring
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References: 

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