Developing Perceptions of Mentoring as a Resource for Professional Self-Determination in Future Teachers
Zarema R. Asanova, Candidate of Pedagogical Sciences, Associate Professor
Fevzi Yakubov Crimean Engineering and Pedagogical University, Simferopol, Russia, asanova.zarema@yandex.ru, https://orcid.org/0000-0002-4101-173X
Abstract
This article presents the results of a study aimed at activating the professional self-determination of future teachers by developing a conscious understanding of mentoring as a resource. Based on the analysis of scientific and pedagogical research, the content of a scientific and methodological seminar was developed, integrating a theoretical component and reflective, project-based interactive activities (“Map of the Pedagogical Path” and “Constructor of the Ideal Mentor Portrait”). The seminar was found to foster students’ perceptions of their mentors as possessors of expert knowledge and practical experience, capable of providing psychological and pedagogical support and fostering the mentee’s emotional stability and reflective growth. It was demonstrated that the reflectively oriented format of psychological and pedagogical support for future teachers transforms a passive perception of mentoring into an active, targeted inquiry integrated into individual professional goals, confirming its role as a resource for professional self-determination.
Key words
Mentor, mentoring, professional self-determination, future teacher, reflection, seminar.
For citation:
Asanova Z. R. Developing Perceptions of Mentoring as a Resource for Professional Self-Determination in Future Teachers. Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, 2026, no. 2 (58), pp. 268—281. DOI: https://doi.org/10.32516/2303-9922.2026.58.17.
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