Mentoring as a component of the personal and professional development of future educators

The purpose of the study is to examine the potential of mentoring in the professional training of future educators, as well as to substantiate the programmatic and didactic tools that determine the direction of mentoring activities at the university. Research methods and organization. The primary research method is the analysis and interpretation of psychological and pedagogical literature on the issue of mentoring support and the training of specialists for mentoring activities. In addition, the pedagogical experience of the article's authors in supporting future teachers in mentoring activities is summarized. The authors address the issue of preparing future educators for mentoring practices within the framework of implementing an individual educational trajectory. The characteristics of mentoring are examined from axiological, technological, and creative perspectives. Research results and conclusions. The analysis of scientific research, the search for effective strategies, and the authors' own practical experience have made it possible to formulate a number of didactic positions that define the mentorship ecosystem in higher education. The structure of the developed program for preparing the implementation of mentoring practices is presented, consisting of educational, practice-oriented, research, and socio-cultural components. A conclusion is drawn regarding the role of mentoring activities in the personal and professional development of future educators. The ideas presented may serve as a basis for the actualization of mentoring support formats, providing maximum student engagement in a productive space for the implementation of professional development mechanisms.