Eurasian Journal of Biosciences


The relevance of the research is due to the new formats of higher education. On the one hand, modern reality requires students to have knowledge and readiness to apply it in dynamic, sometimes radical, changes in the socio-economic environment, on the other hand, in the conditions of mass introduction of remote technologies, it dictates the need to develop professional and personal planning competencies for the future, to form their own life and professional development trajectory, to independently choose individual solutions. These problems have made educational institutions need to expand the resources of mentoring activities in student training. In this regard, this study reveals the features of mentoring in the process of innovative practices interaction. The article reveals the priority areas of mentoring in the educational space of a modern University, and establishes the structure and content of innovative mentoring practices (coaching, mentoring, supervision, tutoring). Based on the results of the research, the authors of this article substantiate the model of partnership interaction of innovative mentoring practices in the development of professional and personal competencies of students. The effectiveness of the model is proved by the results of its use in the mentoring activities of the University. The materials of the article are recommended to teachers, mentors, methodologists and University students.


  • Batyshev SYa (1987) Training of work staff. Moscow: Economy.
  • Belyaeva SV (2020) Development of professional competence of a pedagogical University student in the process of organizing and implementing a mentoring project. The world of science, culture, and education, 2: 207 – 209.
  • Bevz EV (2011) Mentoring as a condition for professional training of bachelors of pedagogical education. Secondary vocational education, 9: 8-10.
  • Brod R (2005) Coaching and mentoring in the professional development of managers: challenges and opportunities. University management: practice and analysis, 7: 57-64.
  • Butakova MM, Sokolova ON, Zaitseva NA, Larionova AA, Ignatova MN, Trufanova SN, Yakovlev AY (2020) Evolution and current development trends of the Russian federation’s higher education system. Opción, 36(Special Edition 27): 1718-1733.
  • Butenko VS, Butenko OS (2012) Mentoring as a form of continuing education and professional self-realization. Humanities and social Sciences. Ser. Psychology, 4: 248 – 255.
  • Damerer J, Ziegler V, Bartonek S (2019) Tutoring and coaching as special forms of mentoring when entering the profession of a young teacher. Yaroslavl pedagogical Bulletin, 1(106): 56 – 69.
  • Dudina EA (2017) Mentoring in the system of continuous professional development of teachers in the UK. Bulletin of the Novosibirsk state pedagogical University, 7(1): 49 – 58.
  • Kolikova EG (2017) Creating a subject – developing environment in an educational organization through a two-level mentoring system. Scientific support of the system of professional development of personnel, 4(33): 57 – 63.
  • Larionova AA, Zaitseva NA, Anoshina YF, Gaidarenko LV, Ostroukhov VM (2018) The modern paradigm of transforming the vocational education system. Astra Salvensis, 6: 436-448.
  • Masalimova AR, Sabirova LL (2014) Multi-dimentional classification of types and forms of corporate education. American Journal of Applied Sciences, 11(7): 1054-1058.
  • Masalimova AR, Sabirova LL (2015) Mentors and trainees professional interaction features at the modern enterprises in Russia. Review of European Studies, 7(4): 20-26
  • Masalimova AR, Usak M, Shaidullina AR (2016) Advantages and disadvantages of national and international corporate training techniques in adult education/ Current Science, 111(9): 1480-1485.
  • Masalimova AR, Zakirova VG, Chernova YA, Drovnikov AS, Shaidullina AR, Sakhieva RG (2014) Structure and content of Mentors psychological and pedagogical training curriculum. Life Science Journal, 11(SPEC. ISSUE 7): 381-386.
  • Obukhov AS (2020) To set one on the path of research. Researcher, 1: 9 – 13.
  • Pozdeyeva SI (2017) Mentoring as an activity that accompanies a young specialist: models and types of mentoring. Scientific and pedagogical review, 2: 87 – 91. Moscow.
  • Razumovskaya MI, Larionova AA, Zaitseva NA, Petrina OA, Vinogradova MV, Nagay NG, Takhumova OV (2019) Models of Integrated Interactions Organization in the Field of Environmental Education. Journal of Environmental Treatment Techniques (JETT),7(Issue 4): 576-580.
  • Renzulli JS (2005) The three-ring conception of giftedness. A developmental model for promoting creative productivity. Conceptions of giftedness. New York: Cambridge University Press.
  • Savinova SYu, Kudryavtseva VV (2015) Mentoring: tradition and new meanings. Scientific opinion, 11: 130 – 137.
  • Sergeeva MG (2019) Tutor support in the system of professional education: foreign and Russian practice. Problems of modern pedagogical education, 63(1): 298–301.
  • Zaitseva NA, Larionova AA, Shapovalov NI, Povorina EV, Takhumova OV, Zhukova MA, Dvornikova TA (2020) Regulatory aspects and problems of personnel certification taking into account the requirements of professional standards. International Journal of Psychosocial Rehabilitation, 24(03): 2179-2188.
  • Zinchuk GM (2020) Development of the Institute of tutoring in modern higher education in Russia. Innovation and investment, 7: 73 – 76.
  • Zolotareva NN (2012) Mentoring as a factor in the formation of a young teacher. Education in a modern school, 8: 9-11.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.