Mentoring in ensuring the professional hardiness of beginner teachers
The article examines the process of professional adaptation of a young teacher and the development of his resilience in the conditions of existing personnel, infrastructure, socio-psychological problems of a modern school. It is proved that the mentoring movement contributes to the successful professional start of young teachers, provides conditions for the development of their professional hardiness. Secondary data analysis, questionnaires, qualitative and quantitative analysis of percentages, interactive methods (forum, master class, lectures, foresight session) were used as research methods. Empirical data were processed in the computer program SPSS 22. The participants of the study were young teachers of the Ivanovo region, participants of the regional forum (n=34). The vast majority of young teachers would like to have the opportunity of mentoring interaction with more experienced colleagues, stimulating effective adaptation and the formation of professional hardiness of a young teacher.