Mentoring as a means of developing the professional competence of young teachers in a language school setting
Introduction. The teacher invariably holds a central place in the educational system. However, the nature of pedagogical work is currently undergoing rapid transformation: teachers' professional responsibilities are becoming more complex, and expectations regarding their competencies and personal qualities are rising significantly. Under these conditions, novice teachers require a high degree of adaptability. Mentorship serves as a crucial tool in addressing this challenge; it accelerates the young specialist's professional integration and helps strengthen their motivation for continuous growth and the realization of their potential. Yet, current academic literature does not fully address the specific challenges faced by young foreign language teachers and the nuances of their adaptation, particularly within the context of a language school. The aim of this article is to define the role and structure of the mentorship system in the professional development of young teachers in a language school. Methods. The study employed a combination of theoretical and empirical research methods: an analysis of philosophical, psycho-pedagogical, and methodological literature relevant to the topic (as cited in the bibliography); an analysis of mentorship practices at the Foresight Foreign Language School in Belgorod; a retrospective analysis of the author's own experience as a mentor teacher; and observation of the professional development of young teachers between 2021 and 2026. This observational process comprised several stages: an initial analysis of adaptation challenges based on observing young teachers at work and defining the foundations of the mentorship system; surveying young teachers to identify adaptation issues and analyzing the results; refining the adaptation system through mentorship and the implementation of new forms and methods; and synthesizing the findings. Results. The study establishes the structure, content, and specific characteristics of mentorship within a private foreign language school. It identifies ways to improve the mentorship system in order to enhance young specialists' readiness for professional practice. Conclusion. In the context of private supplementary education, the mentorship system acts not merely as a support mechanism but as a strategic resource for the institution's development. Given the high demands placed upon them, young professionals cannot afford a lengthy period of “natural” professional maturation; they require intensive, structured, and person-oriented support.
While nobody left any comments to this publication.
You can be first.
Belova, S.N. (2020), “Formation of a Modern Mentoring Institute as a Priority Direction of the National Project “Education””, Pedagogical Search, № 7-8. 29-35. (In Russian).
Bychina, V.U., Evdokimov, D.S. (2025), “Mentoring System in the Context of Modern Education”, Domestic and Foreign Pedagogics, 1, 4 (107), 192-203, DOI: 10.24412/2224-0772-2025-107-192-203. (In Russian).
Gorelova, T.A. (2025), “Awareness of the Value of Mentoring and Selfless Dedication in the Modern Russian Education System”, Scientific Works of Moscow University for the Humanities, 2, URL: http://journals.mosgu.ru/trudy/article/view/2094 (Accessed 29 May 2026). (In Russian).
Kokhan, N.V. and Gozman, T.M. (2023), “Mentoring as Educational Interaction”, Bulletin of Pedagogical Innovations, 2 (70), 5-14, DOI: 10.15293/1812-9463.2302.01. (In Russian).
Kruglova, I.V. (2007), “Mentoring as a Condition for the Professional Development of a Young Teacher”, Diss. Cand. Ped. Sci. (Pedagogical Sciences). Moscow, 178. (In Russian).
Medvedev, U.V. (2021), “Development of the Phenomenon of “Mentoring” in Pedagogical Science and Practice”, Man and Education, 4(69), 150-156. (In Russian).
Shobonov, N.A. (2023), “Organization of Mentoring as a Condition for Personnel Adaptation in an Educational Organization”, Modern Problems of Science and Education, 2. DOI: https://doi.org/10.17513/spno.32485. URL: https://science-education.ru/article/view?id=32485 (Accessed 25 August 2026). (In Russian).
Yugfeld, E.A. (2022), “On the Phenomenon of Mentoring: Historical Aspect”, World of Science. Pedagogy and Psychology, 10, 5. (In Russian).
Yugfeld, E.A. (2024), “Mentoring in Pedagogy: Historical Genesis, Essence, and Purpose”, World of Science. Pedagogy and Psychology, 12, 4. (In Russian).
Hobson, A.J., Ashby, P., Malderez, A. and Tomlinson, P.D. (2009), “Mentoring beginning teachers: What we know and what we don't”, Teaching and Teacher Education, 25(1), 207-216. (In Netherlands).
Kalivas, David M. (1993), “The Curriculum: Problems”, Pedagogical education and teacher training in a multi-level system in Europe and the USA: Proceedings of the International Conference, Moscow, Russia, 190-192.
Knobloch, Neil A. and Whittington, M. Susie (2002), “Novice Teachers’ Perceptions of Support, Teacher Preparation Quality, and Student Teaching Experience Related to Teacher Efficacy”, Journal of Vocational Education Research, 27(3), 331-341. DOI:10.5328/JVER27.3.331. (In USA).
Ingersoll, Richard M. and Strong, Michael (2011), “The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research”, Review of Educational Research, 81(2), 201-233, DOI: 10.3102/0034654311403323. (In USA).
This article is dedicated to the 150th anniversary of Belgorod National Research University and its long-standing tradition of researching the psychological and pedagogical mechanisms of personality development, advanced educational practices, and the integration of science, education, and upbringing.