Introduction. The article proposes the author's position on a possible solution to the problem of pre-professional training of graduating schoolchildren to choose a teaching profession. The data presented by the authors in the article are the results of experimental work on the implementation of the model of mentoring practice “student-pupil” as a resource for professional self-determination of students in psychological and pedagogical classes.

Materials and methods. The main theoretical method of our research is the analysis of scientific and methodological literature and regulatory framework for the activities of psychological and pedagogical classes, the organization and implementation of mentoring practice by university teachers, students and teachers in educational organizations. The practical methods chosen for our research were observation, conversation, survey, experiment, analysis and generalization of the results obtained.

Results. Based on the conducted research, organizational approaches to conducting mentoring practice within the framework of cooperation between a university, school and kindergarten, substantive aspects of implementing the model of mentoring practice “student-pupil” for the purpose of professional self-determination of students of psychological and pedagogical classes organized by the South Ural State Humanitarian and Pedagogical University on the basis of educational institutions of the city of Chelyabinsk and the Chelyabinsk region are submitted for discussion. During the experimental work, the stages and methods of implementing this model are described.

Discussion. The results of the experimental work on testing the model of mentoring practice "student-pupil" indicate the advisability of conducting such career guidance work by students of a pedagogical university among schoolchildren of graduating classes for their subsequent choice of a teaching profession. In order to generate interest in choosing a teaching profession and attract students entering both defectological and pedagogical profiles related to supporting young children, it is necessary to diversify the forms and content of pre-professional training in pedagogical classes.

Conclusion. It is concluded that mentoring practice of students of pedagogical universities, organized for students of psychological and pedagogical classes on the basis of educational organizations, contributes to the formation of ideas among school graduates about the next stage of obtaining education, stimulates the improvement of their educational results for further admission to a pedagogical university, helps to understand the prospects of their professional activity.

The model of the implementation of the mentoring practice “student – pupil”, implemented as part of the pre-professional training of students of psychological and pedagogical classes, is described;

The content of the mentoring practice of students of a pedagogical university has been selected for the preparation of graduate school students in the implementation of early childhood support;

Conclusions are presented on the organization of mentoring practice for students of psychological and pedagogical classes with the involvement of student mentors and teachers of an educational organization to solve the problems of professional self-determination of future teachers.

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