Personal and professional development of young teachers in the conditions of tutoring

The article describes the personal and professional development of young teachers in the context of mentoring, and provides an analysis of the theory of mentoring by both Russian and foreign scholars. Mentoring activities are based on previous experience, subject-subject interaction, and the synergistic effect in the context of cooperation and collaboration between educational entities. The article also describes the psychological aspect of a teacher's personal development in the context of mentoring, and identifies the stages of mentoring: adaptation, design, and reflection.