Model of mentoring as a factor in teacher professional growth in the system of inclusive primary education

Abstract

Inclusive primary education requires improving the quality of teachers' professional training to enable them to work effectively in diverse student environments, ensuring individualized learning and providing psychological and pedagogical support for children with special educational needs. The problem of professional adaptation and continuous professional development for teachers who conduct educational activities in inclusive classes is particularly relevant, due to the lack of practically oriented mechanisms to support young and experienced teachers and limited access to professional counseling. The purpose of the study is to substantiate the mentoring model as a factor in the professional growth of a teacher in inclusive primary education, determine its structural components and functional content, and assess its effectiveness in implementation. Methods. The article uses a complex of general scientific and specialized approaches: analysis and synthesis of scientific sources, comparison, generalization of pedagogical experience and modeling of the system of teacher support. Results. A mentoring model has been developed that includes target, content, organizational, procedural and effective components. The functional roles of the mentor and the tools of professional interaction are determined, in particular, individual consultations, supervision, mutual attendance of lessons, professional reflective sessions, pedagogical coaching, joint planning of the educational process and methodological support, aimed at the development of inclusive, methodological, communicative and reflective competencies of the teacher. The positive dynamics of teachers' professional development, according to certain criteria, have been experimentally established, in particular in terms of increasing the level of readiness to work in an inclusive environment, the effectiveness of pedagogical interaction, and the ability to engage in professional reflection. Conclusions. It has been proven that the implementation of mentoring support increases teachers' professional competence, improves the quality of the educational process, and fosters a favorable, inclusive environment in primary schools. Prospects for further research include expanding the toolkit of mentoring support, digitalizing forms of professional interaction, and adapting the model to different educational conditions and teacher categories.