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The project for the development of mentoring in an additional education institution is a socio-cultural practice aimed at self-actualization of the subjects of the educational process. Systematization of the mentoring experience in the institution of additional education is the purpose of this work. The authors view such forms of mentoring as “teacher-teacher” and “student-student” through the prism of their influence on the self-actualization of teachers and students of the institution. The project is based on the methods of comparison and generalization of the experience of teachers, pedagogical observation and interviews.

The relevance of the work is determined by the insufficient previous study of the influence of socio-cultural practices on the selfactualization of students of the supplementary education institutions. The purpose of the research is to study the influence of socio-cultural practices on the self-actualization of students of the supplementary education institutions. Hypothesis: participation of students in sociocultural practices will contribute to their self-actualization. The study sample was formed by adolescents aged 12–18. The experimental sample (n = 109) is represented by the students of DUC (Children-Adolescents Center) No. 3, the control one (n = 98) is formed by the students of SOSH (secondary school) No. 27, CDT (Center of Children’s Creative Work) No. 4, CRTDIU (Center of Children’s and Youth’s Creativity Development) named after A. Matrosov in Ulyanovsk. To study self-actualization, the following methods were used: the questionnaire “Success Motivation and Fear of Failure” by A. A. Rean, the Personal Orientation Inventory by E. Shostrom (adapted by A. Jones and R. Crandall). It has been found out that the use of socio-cultural practices in the supplementary education institutions leads to a noticeable increase in motivation for success and a decrease in motivation for avoiding failures among adolescents, and also to an increase in the number of students with a high level of self-actualization. Simultaneously, an increase in these indicators was also observed in the control group, but it was less significant. This is manifested in an increase in the number of winners and prize-winners of competitions, exhibitions, Olympiads among children who have been actively participating in socio-cultural practices for a long time. The authors make a conclusion about the positive impact of socio-cultural practices on the adolescents’ motivation and self-actualization. This experience can be recommended for use in schools and supplementary education institutions.

Introduction. Implementation of the gender approach in education and upbringing of the younger generation is an up-to-date focus area of modern education. This issue is especially significant in the sphere of physical culture and sports, where gender problems are more acute than in other spheres of public life.Materials and Methods. The research methods were: analysis of scientific papers, articles, educational programs, and Internet resources; study of physical education teaching practices in educational organizations and experience of teachers ' professional development in implementing the gender approach; generalization and systematization of data.Results. To organize physical education classes based on a gender approach, it is necessary to develop the competence of teachers, creating the following organizational and methodological conditions for this. First of all, the inclusion in additional professional programs of the training module "Gender approach in modern education", which contains educational and methodological support, diagnostic tools, recommendations for conducting gender analysis of educational literature, textbooks, and lessons. Another condition is to attract specialists in the field of gender pedagogy and psychology to conduct training sessions. During the inter-course period, it is advisable to organize conferences and seminars, creative meetings with leading scientists on gender issues. It is important to get acquainted with the experience of regional innovation platforms that implement a gender approach in the educational process. Promising tasks are: ensuring continuity in the development of the physical education teacher's competence to implement a gender approach in working with students; development of diagnostic tools for studying teacher competence deficits in gender issues.Discussion and Conclusions. The conditions considered by us (personnel, educational and methodological, scientific and methodological, informational) will contribute to improving the competence of physical education teachers in the application of a gender approach and can be widely used in their training and professional development in pedagogical colleges, universities, and institutes of postgraduate education.

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