Nowadays, mentoring as an educational form of Russia’s occupational activity is undergoing fundamental changes due to the variety of interrelated factors affecting the mentoring system. The requirements for the mentoring system itself are affected by these changes as well. Nature of the mentoring activity influences socio-economic, political, socio-cultural, pedagogical, methodical and individual factors. Socio-economic factors that determine not only the enterprises’ state order, but also modern educational institutions’ order to revive and improve the traditions of mentoring receive the highest priority among these factors (Antipin, 2011). Mentoring is one of the forms of training in the process of occupational activity of a novice teacher, aimed at the development of his/her applied occupational competencies and the disclosure of their potential to determine the vectors of teachers’ individual professional development (Charina, 2004; Chernikova, 2013; Masalimova, 2013). The effectiveness of the mentorship stems from the fact that the external training of teachers (refresher courses, internships) does not take into account the characteristics of a specific educational institution. Therefore, any educational institution should prepare mentors within their teaching staff, who will train young novice teachers taking into account the established traditions and values of this institution. The mentoring process affects the interests of at least three interactive entities: a new teacher, a mentor/mentor teacher and an educational institution (du Plessis, 2016; Hudson, Usak, & Savran-Gencer, 2010; Jung & Nam, 2018). The novice teacher acquires professional knowledge, skills and abilities, improves his/her professional skills and abilities; builds a professional career; learns to construct relationships with mentors, which will then help to do it with the environment of the institution in which he/she will adapt; receives data about the traditions, values and norms of the educational institution, in which he/she carries his/her occupational activities. As far as the mentor is concerned, he also improves his professional and commercial qualifications and pedagogical skills in the mentoring process. Likewise, the educational institution increases the level of cultural and vocational education of its staff; strengthens relationships between employees; ensures continuity of the mentoring corps. Modern mentorship in the Russian concept is based on the following regulatory norms or principles: the principle of occupational and mentoring activities’ integration not only allows mentors to optimize the process of acquisition of occupational competencies, but also the interprofessional competencies that contribute to the transfer of occupational experience to young staff and the accumulation of the organization’s collective knowledge.

中文翻译：

---

俄罗斯和国际视野中的科学教师教育指导

如今，由于影响指导系统的各种相互关联的因素，指导作为俄罗斯职业活动的一种教育形式正在发生根本性的变化。对指导系统本身的要求也受到这些变化的影响。指导活动的性质影响社会经济、政治、社会文化、教学、方法和个人因素。社会经济因素不仅决定了企业的国家秩序，而且决定了现代教育机构复兴和改善指导传统的秩序，在这些因素中获得了最高优先级（Antipin，2011）。导师制是新手教师职业活动过程中的培训形式之一，旨在发展他/她的应用职业能力并披露其潜力以确定教师个人专业发展的载体（Charina，2004；Chernikova，2013；Masalimova，2013）。导师制的有效性源于教师的外部培训（进修课程、实习）没有考虑到特定教育机构的特点。因此，任何教育机构都应该在其教学人员中配备导师，他们将根据该机构的既定传统和价值观来培训年轻的新手教师。指导过程至少会影响三个互动实体的利益：新教师、导师/导师和教育机构 (du Plessis, 2016; Hudson, Usak, & Savran-Gencer，2010 年；郑和南，2018 年）。新手教师获得专业知识、技能和能力，提高自己的专业技能和能力；建立职业生涯；学习与导师建立关系，这将有助于他/她适应的机构环境；接收有关他/她从事职业活动的教育机构的传统、价值观和规范的数据。就导师而言，他也在导师的过程中提高了自己的专业和商业资格以及教学技能。同样，教育机构提高其员工的文化和职业教育水平；加强员工之间的关系；确保指导团队的连续性。