Original article
DOI: 10.15293/1812-9463.2601.12
Almira M. Garifullina
Kazan Federal University, Kazan, Russia
Marina G. Sergeeva
Bauman Moscow State Technical University, Moscow, Russia
Abstract.
Introduction. The ideology of informal mentoring in the mentoring concept works more effectively than all formal tools. The article provides an overview of one of the tools of the mentoring concept – the values of each teacher. The purpose of the research is the process of studying the distribution of Agile values among managers and teaching staff of preschool educational organizations. Methodology. The methods are five consecutive components of Agile values, which are used to determine priorities and values in the work and activities of both managers and teachers of a preschool educational organization. Results. The study was tested in preschool educational institutions of the Moscow region and Moscow, the Leningrad Region and St. Petersburg, the Republic of Tatarstan and Kazan, the Samara Region and Samara, the Saratov Region and Saratov, the Volgograd Region and Volgograd, the Nizhny Novgorod Region and Nizhny Novgorod. It was determined that in an ever-changing world, Agile values are a necessity in determining the most important and priority things. Conclusions. The conducted research confirms that Agile values are a fundamental pillar in building positive relationships for mentors, senior educators (methodologists) and mentors of preschool educational organizations.
Keywords: mentoring; mentor; mentoring for preschool education; scientific foundations of mentoring; mentoring concept; Agile values; mentoring teachers; preschool education; leadership of a preschool educational organization.
For Citation: Garifullina A. M., Sergeeva M. G. Features of the Mentoring Concept with an Assessment of the Distribution of Agile Values in a Preschool Organization. Journal of Pedagogical Innovations, 2026, no. 1 (81), pp. 166–177. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2601.12
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Information about Authors
Almira M. Garifullina – Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Education of the Institute of Psychology and Education, Kazan Federal University, Kazan, Russia, https://orcid.org/0000-0002-5628-2225, alm.garifullina2012@yandex.ru
Marina G. Sergeeva – Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Digital Educational Technologies, Bauman Moscow State Technical University, Moscow, Russia, https://orcid.org/0000-0001-8365-6088, sergeeva198262@mail.ru
Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.
The authors declare no conflict of interest.
Received: 19.12.2025; approved after peer review: 14.01.2026; accepted for publication: 10.02.2026.
