Pedagogical supervision as the mechanism of professional development of a young teacher

The article deals with the issues of pedagogical mentoring with young kindergarten teachers; the essence of mentoring is revealed; questions of legal support of the process of professional development are revealed; defined: definitions of "development", "professional development", "mentor", "mentoring"; forms of mentoring of young teachers in the conditions of the kindergarten the main roles of mentoring; the basic methods of work of the mentor with young educators in kindergarten are highlighted. Priority areas for improving the education system in Ukraine are improving the quality of pedagogical staff, ensuring their ability to carry out the versatile development of the individuality of a preschool child. Highly qualified and responsible educators are in high demand in the educational services market. Also in individual mentoring is used: counseling, reflexive training, practical classes, questionnaires, conversations, and informal communication. Within-group mentoring, one mentor simultaneously works with a small group of young professionals (typically 3 to 6). In the course of work, the mentor engages all participants in the group in a reflective conversation, modeling situations. Depending on the information the teacher needs, a mentor can play four major roles - a facilitator, leader, consultant, and coach. Therefore, mentoring is a significant factor in developing the professionalism of young pre-school teachers and their personal qualities for successful further socialization. To create favorable conditions for the activity of the mentor, young educators have the opportunity to develop professional abilities, to develop skills of critical introspection and to solve specific methodical problems. The mentoring system also has feedback, which gives the self-development material to the mentor himself.