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DOI: 10.15862/10KLSK326 (https://doi.org/10.15862/10KLSK326)

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Borzova T.A. [The cultural potential of peer mentoring of university teachers: values of horizontal communication and the equal-to-equal model] World of Science. Series: Sociology, Philology, Cultural Studies, 2026, Vol. 17, No. 3. Available at: https://sfk-mn.ru/PDF/10KLSK326.pdf (in Russian). DOI: 10.15862/10KLSK326

The cultural potential of peer mentoring of university teachers: values of horizontal communication and the equal-to-equal model

Borzova Tatyana Alexsandrovna
Vladivostok State University, Vladivostok, Russia
E-mail: borzovavladik@mail.ru
ORCID: https://orcid.org/0000-0002-6203-202X
RSCI: https://elibrary.ru/author_profile.asp?id=695480
SCOPUS: https://www.scopus.com/authid/detail.url?authorId=57207310423

Abstract. This article examines an urgent problem of modern higher education — effective opportunities to realize the cultural potential of horizontal forms of professional interaction in the university environment. The author presents an analysis of peer mentoring of higher school teachers as a cultural practice that reproduces the value foundations of academic corporate culture using the example of the peer-to-peer model implemented in the faculty development program of Vladivostok State University in 2026. The research methodology is based on a cultural and historical approach, axiological analysis and the theory of intersubjective interaction. In the course of the work, the author revealed that peer mentoring performs not only an instrumental, but also a value-oriented function, translating the values of horizontal dialogue, mutual recognition of competence, reflexivity and value-based university space, and reflexive collective responsibility. The author systematizes the main cultural mechanisms of this cultural practice: the Protege effect as a phenomenon of increased subjectivity; anthropopractics as a joint construction of a «living» dialogue between participants in communication for the purpose of self-determination, self-development, self-affirmation and comprehension of actions; cognitive and social congruence (consistency of actions and identity of meanings) as a condition of genuine understanding. In the process of working on the article, the author justified the organizational and cultural conditions for the sustainable reproduction of the presented peer-to-peer model: institutional recognition, support formation. The novelty of the research lies in understanding peer mentoring of teachers as a practice that constitutes the values of university corporatism, and not just a pedagogical tool.

Keywords: peer-mentoring; cultural practice; university culture; values of higher education; horizontal communication; Protégé effect; anthropopracticism; subjectivity

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