Author: Elena Egorova

DOI: 10.62670/2308-7668.2025.54.4.012

Source: Issue: vol. 54 No. 4: 8 January 2026

Publisher: PE "Center of Excellence"

Document type: Scientific-practical article

Abstract

The author of the article describes her own experience working as a mentor to trainees on a teacher retraining course in the speciality 6B013 – Pedagogy and Methods of Primary Education.
The article analyses the experience of developing methodological literacy in future primary school teachers through mentoring in the context of professional retraining. Mentors help students without pedagogical education to master methodological tools, take into account the age characteristics of children, manage the classroom, and develop professional reflection.
Typical difficulties faced by novice teachers have been identified, such as rigid adherence to lesson plans, problems with lesson pace, dialogue organisation, and variability of explanations. These difficulties are overcome through joint lesson analysis, situation modelling, and expansion of methodological techniques.
Particular attention is paid to digitalisation: the mentor promotes the meaningful integration of digital tools for differentiation, feedback and visualisation. It is concluded
that systematic mentoring fosters methodological independence and a stable pedagogical position, ensuring a successful entry into the profession.

Key words: mentoring, professional retraining, methodological literacy, digital tools

References

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