Peer Mentoring as a Professional Test for Trainee Teachers in the Sphere of Deviant Behavior Prevention of Minors

The article contains materials on peer mentoring as a professional test for trainee teachers. The specificity of a professional and pedagogical test action in the sphere of deviant behavior prevention of minors is identified. Modern peculiarities of peer mentoring as a practice of professional pedagogical activities are highlighted. The role of pedagogical practice in construction acme-oriented system of interaction between trainee teacher and children and teenagers including those from dysfunctional families is described. The possibilities of a professional test are presented as means of implementation the acme potential of educational process in Pedagogical Higher Educational Institution. Empirical research data is given needed for designing a model of organization peer mentoring practices based on the mainstreaming of idea about professional tests. The resource of peer mentoring is presented as a form of professional test implementing for trainee teachers. An author’s vision for the creation of a space model is set to implement professional tests of the trainee teachers through peer mentoring in the sphere of deviant behavior prevention of minors. It has been proved that the most important tasks which actualize acme resource of professional test in teachers’ training for the deviant behavior prevention of minors are: get acquainted students with peculiarities of demonstration deviant forms of behavior; assisting them in professional self-determination (orientation of the activities - prevention and correction of various deviations); development of motivation for professional social and pedagogical activities in accordance to the priorities of self-implementation. It has been shown that for these tasks to be solved successfully it is necessary to ensure: diversification of professional tests forms (its diversity, variations); individualization of professional tests; construction of smooth mechanisms for consultation and mentoring in the execution of professional tests; emphasizing objectives and content of pedagogical practices in the context of professional tests’ implementation.