CITISE
ISSN 2409-7616
2025;1(43)
Pedagogical sciences
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Kovtun N.V., Poghosyan E.A., Pavlova A.N.

MENTORING IN PROFESSIONAL LANGUAGE TRAINING OF STUDENTS: TUTOR PRACTICE

UDC 378

Kovtun N.V.1 (Ryazan, Russian Federation) – natalja-v-kovtun@yandex.ru; Poghosyan E.A.1 (Ryazan, Russian Federation) – e.pogosyan@rsu-rzn.ru; Pavlova A.N.2 (Moscow, Russian Federation) – annik.pavlova@yandex.ru

1Ryazan State University named after S. Yesenin

2MGIMO

Abstract. In modern higher education, mentoring occupies an important place in the process of implementing the professional training of future foreign language teachers. The purpose of the study is to analyse the students’ opinion about the mentor’s role in organizing and conducting tutoring practice. The research is based on a subject-to-subject methodological approach, which, according to L. A. Baikova provides the most effective way to organize pedagogical interaction within the framework of tutor practice, considering the individuality of each student, and ensures partnership and mutual understanding. The research base was the Institute of Foreign Languages of Ryazan State University named after S. A. Yesenin, which was in charge of the tutoring practice of future foreign language teachers studying in the field of training 44.03.05 Pedagogical education, profile “English and German”. Research methods: an anonymous survey of students was conducted, which revealed the opinion of the trainees about the interaction with the mentor. 106 respondents aged 19-22 took part in the survey. An analysis of the survey results showed that in most cases the mentors presented the material clearly and easily, gave examples from their own experience, demonstrated and explained how to apply knowledge in practice in teaching. However, according to some students, mentors did not always pay enough attention to interns, which was reflected in the fact that mistakes were not corrected and recommendations for correcting them were not provided to the results of inspections, emotional support and praise were not expressed. The scientific novelty consisted in defining the main activities of the mentor during the tutoring practice – in instructing, evaluating, partnership support and individual approach, in professional language training, in stimulating the responsibility and independence of future foreign language teachers. The theoretical significance of the work lies in enriching the theory of vocational education by organizing mentoring activities in the process of tutoring future foreign language teachers based on a subject-to-subject approach. The practical significance is expressed in the possibility of applying the presented experience in the organization of mentoring in the process of practical training of future foreign language teachers.

Keywords: mentoring, professional language training, university students, tutor practice, foreign language teacher.

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For citation: Kovtun N.V., Poghosyan E.A., Pavlova A.N. Mentoring in professional language training of students: tutor practice. CITISE, 2025, no. 1, pp. 402-415.

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