PEDAGOGICAL MENTORING IN THE ASPECT OF POLYSUBJECT APPROACH
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2016, Vol 108, Issue 1
Abstract
The article considers the essence of polysubject approach in preparing future teachers for pedagogical mentoring in the process of their education. Polysubject approach is considered as prediction of the individual’s behavior in the educational process during communicational situations, collaboration, and mutual understanding on the exchange of personal meaning with the others and mutual support. The main task of mentoring teachers from positions of subjec- tivity is the transfer of subjectivity, which is defined as the process of interaction, which is based on a set of factors which influence the trust relationship formation. It was found that within polysubject community approach "teacher - student" is the only developing system. Polysubject criterion signs which display the most important properties of subjectivity – cognitive ability, formation of attitudes and transformation - the ability to act accordingly to realize the system of relations between the subjects and direction of activities on the development of self and others. Mak- ing the ground for polysubject interaction is a prerequisite for the implementation of developmental education, since educational process involves the construction of subject-subject relationship between the teacher-tutor and students and that teaching profession involves a commitment to continuous self-development in the unity of the student's development. An important role in polysubject interaction plays a business dialogue, psychological culture provides for maturity in mentor teacher skills to create friendly psychological climate of business conversation, use the meth- ods of discharging negative emotions and self-complacency, to protect themselves from improper interlocutors and partners asking questions and answering them, to challenge arguments opponent and skillfully listen to it. Dialogue acts as a general way of person’s life realizing the uniqueness and universality of each approver and humanistic atti- tude of openness, equality, mutual understanding, respect and responsibility. During the dialogue a teacher's position fundamentally changes, which in the traditional training serves as a "filter" pumping through itself and doses educa- tional information, and in dialog training is the mentor, who refers to the personal experience of students, directs them to the independent search for solutions to the existing problems. It was found that the teacher-tutor activity cannot be effective if the teacher-mentor did not become an active participant of polysubject interaction with the other educational process participants and will not be self-realized and self-developed, implementing teacher men- toring. It is proved that in teacher mentoring the teacher should not only convey a social and cultural experience of the pupils, but also organize joint livelihoods, active subjects’ co-creation in the educational process.
Authors and Affiliations
Tatyana Osipova
Keywords
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