Список литературы

2313-8971

Research result. Pedagogy and Psychology of Education

2313-8971

10.18413/2313-8971-2026-12-1-0-1

4067

PEDAGOGICS

<strong>Building Teacher’s Professional and Personal Resilience: Experience and Technology of Mentoring in Schools</strong>

Gorbatenko

Yulia Ivanovna

Gorbatenko

Yulia Ivanovna

popsoch1@yandex.ru

Eroshenkova

Elena Ivanovna

Eroshenkova

Elena Ivanovna

eroshenkova@bsu.edu.ru

Popovskaya Secondary Comprehensive School, Korocha Municipal District, Belgorod RegionBelgorod State National Research University

2026

12100

Introduction. During a period of global challenges and change, special attention should be paid to retaining young teachers in the teaching profession and finding tools to develop their professional and personal resilience, including through mentoring at school. An analysis of sources revealed the inadequacy of technological solutions for combining the efforts of mentors in developing teacher’s resilience. The objective of the study is to systematize theory and experience to develop a technology for developing teacher’s professional and personal resilience through in-school mentoring to ensure the professional development of teachers in the workplace. Methodology and methods. Relying on the fundamental principles of a systemic, comprehensive, student-centered, axiological, and activity-based approach, an experiment was conducted to develop and implement a technology for developing teacher’s professional and personal resilience through in-school mentoring in schools in the Korocha District of the Belgorod Region in 2022-2025. The methods used were analysis, synthesis, generalization, abstraction, experience study, observation, and interview. Results. A technology for developing teacher’s professional and personal resilience through in-school mentoring was developed. It consists of four stages: diagnostic, design, practical, and corrective. Each stage describes the goal, content, actions of the mentor, actions of the mentee, school capabilities, pedagogical conditions, the nature of the interaction, and the outcome. The main outcome of implementing each stage of the technology was a transition from low to high levels of teacher’s professional and personal resilience. Conclusion: The developed technology possesses scientific novelty, promotes teachers' professional development in the workplace, and is a key factor in developing teacher’s professional and personal resilience through mentoring in schools.

sustainabilityprofessional sustainabilityprofessional and personal sustainabilityteacher sustainabilityyoung teachermentoringin-school mentoringpedagogical technology

Список литературы

Andreeva, V.V. (2023), “Mentoring as a factor in the professional development of teachers in the context of education modernization”, Bulletin of Moscow State Regional University. Series: Pedagogy, 1, 45-53, URL: https://vestnik.mgou.ru/2023/1/ andreeva.pdf (Accessed 26 May 2025). (In Russian).

Artyuhina, A.I., Velikanov, V.V. and Velikanova, O.F. (2024), “Supporting the mentoring institute in improving the pedagogical qualifications of university teachers”, Modern problems of science and education, 1, 45-48. DOI 0.17513/spno.33244 (In Russian).

Astashova, N.A. (2006), “Using the potential of pedagogical technologies in the formation of the axiosphere of the future teacher”, Bulletin of Bryansk State University, 1, 124-130. (In Russian).

Blinov, V.I., Esenina, E.Yu. and Sergeev, I.S. (2019), “Mentoring in Education: A Well-Sharpened Tool is Needed”, Professional Education and the Labor Market, 3, 4-19. DOI: 10.24411/2307-4264-2019-10301. (In Russian).

Bordovskaya, N.V. (2005), “Systemic methodology of modern pedagogical research”, Pedagogy, 5, 21-29. (In Russian).

Borozinets, N.M. (2014), “Some aspects of the development of professional sustainability of teachers”, Bulletin of Maikop State Technological University, 4, 83-87. (In Russian).

Gaineev, E.R., Gromova, E.M. and Masalimova, A.R. (2023), “Mentoring in the context of the implementation of a dual approach to personnel training”, Professional Education in the Modern World, 13 (2), 307-317, DOI 10.20913/2618-7515-2023-2-13 (In Russian).

Gorbatenko, Yu.I. and Eroshenkova, E.I. (2025), “Professional and personal stability of a teacher: essence, structure and content”, Research Result. Pedagogy and Psychology of Education, 11 (1), 68-87. DOI 10.18413/2313-8971-2025-11-1-0-6. (In Russian).

Gorbatenko, Yu.I., Puzanova, E.A., Eroshenkova, E.I. (2024), “Mentoring in the teacher-to-teacher system: features of professional and personal interaction”, Issues of Journalism, Pedagogy, Linguistics, 43 (3), 301-316. DOI: 10.52575/2712-7451-2024-43-3-301-316. (In Russian).

Gumnitskaya, A.S., Gumnitsky, M.E. and Markina, N.V. (2024), “Progressive mentoring model: structural elements”, Professional education in Russia and Abroad, 3 (55), 97-107. DOI: 10.54509/22203036_2024_3_97. (In Russian).

Danilov, S.V. and Lukyanova, M.I. (2025), “The main areas of activity of the pedagogical university in the regional mentoring system: vectors of development of rural schools”, Modern Problems of Science and Education, 4, 51-57. DOI 10.17513/spno.34167. (In Russian).

Dudina, E.A. and Pozdeeva, S.I. (2023), “The problem of mentoring in foreign and domestic pedagogical research”, Siberian Pedagogical Journal, 5, 85-95. DOI: 10.15293/1813-4718.2305.09. (In Russian).

Kuznetsov, A.A. (2024), “The influence of emotional support on the professional stability of teachers”, Psychological and Pedagogical Research, 3, 60-68. (In Russian).

Lazareva, E.N. (2024), “Formation of professional stability of teachers through in-school mentoring”, Pedagogical Education and Science, 2, 30-38. (In Russian).

Lotova, I.S. (2022), “Mentoring as a form of adaptation of young teachers in an educational organization”, Modern Education, 2, 87-94. (In Russian).

Malinin, V.A. and Tivikova, S.K. (2023), “Mentoring in the modern school: problems, opportunities, prospects”, Nizhny Novgorod Education, 3, 84-90. (In Russian).

Meshcheryakova, T.Yu. (2023), “Mentoring as a modern educational trend”, Current Research, 37 (167), P. II, 35048. (In Russian).

Mishchenko, T.N. (2021), “Mentoring in the System of Continuous Pedagogical Education”, Issues of Pedagogy, 6 (1), 103-106. (In Russian).

Moiseev, A.M. (2019), “A model of the system of distance mentoring and methodological support (DMMS) for students and young teachers at a pedagogical university”, Pedagogy: Yesterday, Today, Tomorrow, 3, 78-89. (In Russian).

Nastavnichestvo v shkole. Pedagogicheskie perspektivnye sposoby sovershenstvovaniya kultury nastavnicheskoy deyatelnosti uchastnikov obrazovatelnyh otnosheny [Mentoring in School: Promising Pedagogical Methods for Improving the Culture of Mentoring Among Participants in Educational Relationships], D.F. Il'yasov, V.V. Kudinov, E.A. Selivanova [i dr.]. Chelyabinsk: Chelyabinsky institut perepodgotovki i povysheniya kvalifikatsii rabotnikov obrazovaniya, 2021, Russia.

Nikitina, E.Yu., Afanasieva, O.Yu., Tsilitsky, V.S. (2025), Pedagogichesky professionalitet i praktiki nastavnichestva v sovremennom vuze [Pedagogical professionalism and mentoring practices in a modern university], Moscow: Novyj Format, Russia.

“Organizational and methodological support for mentoring in the professional training of future teachers” (2022), V.A. Adolf, A.I. Kondratyuk, T.A. Kondratyuk, M. S. Zajceva, Public education, 3 (1492), 115-120. DOI 10.52422/01306928_2022_3_115. (In Russian).

Panfilova, A.P. (2016), “Mentoring and on-the-job training: terminological analysis of foreign methods”, Modern management technologies,

12 (72), 11-19. (In Russian).

Pen'kov, V.E. (1998), Professionalno-lichnostnaya ustoichivost budushchego uchitelya [Professional and personal stability of future teachers], Belgorod: Izdatel'stvo Belgorodskogo gosudarstvennogo universiteta, Russia.

Piskunova, E.V., Klinitsky, A.I. and Filippov, E.A. (2022), “Personification of the educational process as a condition for achieving meta-subject educational results”, Letters to the Issue. Offline, 10, 3146. (In Russian).

“The concept and methodology of complex pedagogical research” (2003), Z.D. Zhukovskaya, V.N. Frolov, G.V. Makarov, V.S. Zhelezny, Bulletin of Voronezh State Technical University, 6 (3), 31-34. (In Russian).

Priлhodko, I.I. and Shcherbina, A.I. (2019), “Pedagogical innovation and modern Russian society”, Pedagogy: History, Prospects, 2 (5), 23-28. (In Russian).

Rezanovich, I.V. (2021), “Multi-level mentoring and models of its implementation in educational organizations”, News of Voronezh State Pedagogical University, 1, 66-69. (In Russian).

Rubinshteшn, M.M. (2004), Problema uchitelya [The teacher's problem], Moscow, Akademiya, Russia.

Sashneva, O.A. (2017), “Some approaches to the study of factors of trusting relationships in the educational environment”, News of the Baltic State Academy of the Fishing Fleet: Psychological and Pedagogical Sciences, 2 (40), 304-306. (In Russian).

Slastenin, V.A., Kryahtunov, M.I. (2000), Emotsionalnaya sfera lichnosti kak obiekt professionalnogo samorazvitiya uchitelya [The emotional sphere of personality as an object of professional self-development of a teacher], Moscow Prometej, Russia.

Symanyuk, E.E. (2005), Psikhologicheskie bariery professionalnogo razvitiya lichnosti [Psychological barriers to professional development], Moscow, MPSI, Russia.

Tkachenko, N.I. (2021), “Mentoring as a form of support for the professional self-determination of young teachers”, Pedagogy, 9, 82-87. (In Russian).

Chizhova, K.I. (2014), “Emotional-volitional stability as a professional quality of a teacher”, Bulletin of Economic Integration, 2 (71), 165-169. (In Russian).

Shelenina, O.V., Tsybutsinina, I.E. and Bulaeva, M.N. (2024), “Stress resistance as a professionally important quality of a teacher of vocational education”, Problems of Modern Pedagogical Education, 82 (1), 430-432. (In Russian).

Shmatova, Ya.Yu. (2022), “Psychological and pedagogical conditions for the formation of teachers' resistance to professional stress”, Psychology of Education in the 21st Century, 1, 114-120. (In Russian).

Shushunova, E.V. and Bogatyreva, Yu.I. (2016), “The problem of professional development of a teacher in the context of modern education”, Research Result. Pedagogy and Psychology of Education, 4, 63-69. (In Russian).

Yarovova, T.V. and Vorob'eva, M.V. (2024), “Mentoring as a modern educational trend”, Pedagogical Education and Science, 3, 143-147. (In Russian).

Carmel, R.G. and Paul, M.W. (2025), “Mentoring and coaching in academia: Reflections on a mentoring/coaching relationship”, Policy Futures in Education, 13 (4), 479-491. (In UK).

Cleary, M. and Horsfall, J. (2015), “Coaching: comparisons with mentoring”, Issues in Mental Health Nursing, 36 (3), 243-245. (In UK).

“Coaching and mentoring. Concepts and practices in development of competencies: A theoretical perspective” (2020), K.S. Hilali, B.M. Mughairi, M.W. Kian, A.M. Karim, International Journal of Academic Research in Accounting, Finance and Management Sciences, 10 (1), 41-54. (In UK).

Hussey, L. and Campbell-Meier J. (2021), “Are you mentoring or coaching? Definitions matter”, Journal of Librarianship and Information Science, 53 (3), 510-521. DOI: 10.1177/0961000620966651. (In UK).