Abstract:

Mentoring as a pedagogical technology has a rich cultural tradition. This method of non-formal education has been used in the history of world cultures since ancient times. Mentoring technology has shown its effectiveness in the system of general and higher education, in industrial training. The versatility and variety of effective models of mentoring have led to its widespread use in modern educational practice. Educational mentoring in a general education school can be aimed at solving a number of actual tasks: adaptation to changing conditions of education, stimulation of independent cognitive activity, support for low achieving children, development of flexible competencies, introduction to moral values, construction of life prospects, etc.

The teacher's work as a mentor is a new competency. Mentoring responsibilities require a renewal of knowledge and the development of partnership skills. Mentoring is often initiated by school administrators. In this case there is a formal attitude of teachers towards mentoring functions. One of the reasons for this attitude may be the low awareness of teachers about the pedagogical potential of mentoring in solving practical tasks. Moreover, there is a lack of experience in participating in such activities at the stage of professional education and during the period of adaptation to the workplace. This reduces the effectiveness of motivations for implementing different models of mentoring, such as personal interest and confidence in success. These circumstances highlight the problem of finding effective ways to activate teachers' motivation to implement mentoring activities in school.

Modern methods of popularizing pedagogical knowledge can be used to solve this problem. One of them is the method of cinema pedagogics. Its potential allows to trigger the effect of activation of motives to activity on the basis of the experience of emotional empathy and its discussion. In this regard, the aim of our article is to justify the use of cinema pedagogics as an effective way to activate the motivation of teachers to carry out mentoring activities in school.

In the study we rely on the methodological idea expressed by A.N. Leontiev. It is the idea of shifting the motive to the goal. With regard to our study the realization of this idea consists in the fact that teachers find new meanings of mentoring activity in the course of active group work with film content. The richness of world cinematography allows us to choose films that reflect the theme of educational mentoring as a pedagogical tool. Reflexive discussion, expert commentary, and identification of pedagogical perspectives activate the teacher's personal interest in using the acquired knowledge in practice. During the testing of the method of cinema pedagogics, on the basis of a number of films a set of case studies for teachers was created, aimed at activating motives for the implementation of mentoring activities. The experience of their implementation in the system of additional professional education was demonstrated. According to the results of the approbation a survey of teachers of the Chechen Republic and Chelyabinsk region (Russia) was conducted. Analysis of empirical research data showed positive dynamics in changing teachers' attitudes towards mentoring as a pedagogical technology. The field of application of this method in the system of professional development was clarified.

Keywords:

Mentoring, general education school, teacher advanced training, cinema pedagogics method.