Adaptation, self-determination, and pedagogical priorities of mentoring

The article is devoted to the study of the phenomenon of mentoring in the organization of personality education. The authors interpret the organization of education as creating conditions for pedagogically expedient socialization of the individual, including at the stage of adaptation to the conditions of professional activity and at the stage of active solution of professional tasks by a specialist. The subject of the study is the specifics of the mentor's activity as a subject of pedagogical support for the mentee's self-determination in the process of their adaptation to new working conditions, while ensuring the dynamics of the specialist's personal and professional development in their professional activities. In this case, the support for self-determination constitutes the content of the mentor's pedagogical tasks, which are implemented in the management of environmental factors. At the same time, the management of the environment is defined as the filling of its value-based and goal-oriented foundations for behavior, communication, and activity, as well as the stimulation of subject activity, the sources for obtaining and increasing functional and personal experience, and the procedural opportunities for broad communication and self-determination of the means of carrying out activity. The support of self-determination is a means of ensuring a balance between the social demand and requirements for a specialist and their aspirations, expectations, preferences, and abilities. The study is based on a personality-oriented approach (V.V. Serikov) and a situational-environmental approach to designing educational sistems (N.V. Khodyakova).