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Онтологическая модель профессионального становления учителя
Introduction. The problem of the quality of personnel in the education system is relevant not only for the pedagogical community, but also for many sectors of the economy as a whole. The quality of teacher training largely plays a decisive role for the progressive development of the country and its economy. The author of this article investigated the process of personal and professional development of a teacher in the early years of his career to identify and identify key processes within the professional development of a teacher. The ontological model constructed as a result of generalization of the collected data includes key processes, objects and their relationships, allows you to create mentoring programs taking into account a comprehensive understanding of actors and their places in the process of professional formation of a teacher. The study and its results can be useful for designing comprehensive programs for the support of a novice teacher in schools, municipalities, regions, as well as for optimizing the work of individual teachers-mentors. Methodology and methodology of the study. Questionnaire surveys (332 respondents) and in-depth semi-structured interviews (34 respondents) were conducted, which allowed to establish several phases that a young teacher goes through from employment to consolidation in the profession (adaptation, integration, individualization). The results of the study. The ontological model of a teacher's professional development, used as a tool for analyzing mentoring practices at school, allowed us to establish the deficits of teacher support in the process of his professional development, lying mainly in the plane of personal improvement and spiritual growth of a young teacher, generated not only by the pace and speed of the processes occurring in the first years of his career, but also by the lack of andragogical competencies of support specialists.
Conclusion. The obtained results and the constructed model allowed us to conclude that the professional formation of a young teacher, which takes place in the first years of starting work, is an important part of continuing pedagogical education, complementary to primary training, as well as determining further career development. In this interpretation, educational practices should be built around the support of professional activity and carried out by a specialist trained for this.