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Using the rating scale of perceived frequency of action, students (N = 87) completed the practice teaching, evaluated the perceived attitude of the teacher-mentor and university methodologist in four categories: emotional support, cognitive support, stimulation of initiatives, monitoring and evaluation. Also, students completed the questionnaire "Self-evaluation of pedagogical thinking", allowing to estimate the characteristics of their pedagogical thinking on two parameters: inclination to improvisation and self-esteem experience. We revealed a difference in the assessment of the perceived attitude of teacher-mentor and university supervisor: the latter is seen as less influential figure in all categories of evaluation (p&amp;lt;0.01). However, there was only one significant relationship between perceived attitude of mentor and features of pedagogical thinking: emotional support of the supervisor is positively correlated with self-esteem proficiency (p = 0,007). Thus, there is a discrepancy between the subjective evaluation of the degree of influence of mentors and indirect estimation of the contribution of interaction with them in the development of competence of the student.

The Role of Mentor-Student Relationship in Formation of Professional Competence in Pedagogy Students