Russian Federation
Moskva, Moscow, Russian Federation
This article examines collaborative mentoring as an effective mechanism for the professional adaptation and development of beginning teachers in an educational organization. The advantages of collaborative learning, its key characteristics, and a step-by-step model for implementing mentoring activities are discussed. Particular attention is paid to the role of training technologies, tutoring support, and joint analysis of teaching experience in developing the professional competencies of young teachers. The results of a practical study are presented, confirming the effectiveness of collaborative mentoring in creating a sustainable professional environment.
collaborative mentoring, young teachers, professional adaptation, collaborative learning, pedagogical support, tutoring, professional development
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