MENTORING IN EDUCATION: DEVELOPMENT TRENDS AND APPLICATION PROSPECTS

Abstract

This article examines the concept of mentoring in education from a theoretical, cultural and practical point of view. A comprehensive comparative analysis of the definitions of the concept of mentoring proposed by domestic and foreign scientists is carried out, and their similar and distinctive conceptual characteristics are revealed. Analyzes the historical viability of mentoring research practices and identifies socio-cultural and pedagogical factors that have maintained it for centuries. The article also examines modern mentoring trends, including digital mentoring, coaching–mentoring hybrids, young teacher adaptation (induction) models, and socio-emotional mentoring initiatives.

This article provides an in-depth analysis of the scientific basis, historical viability of the concept of mentoring, current development trends, International and Kazakhstan application experience, and gives practical recommendations for the future. The problems of mentoring in education were considered by scientists from Kazakhstan, scientists from near and far abroad.

The experience of mentoring in international and Kazakhstan education systems is considered in detail, and attention is paid to its structural, organizational and cultural aspects. The article provides recommendations on the use of mentoring methods and improving mentoring practice, bringing it into line with global standards and modern educational requirements.