PEDAGOGICAL MENTORING OF YOUNG TEACHERS IN THE ERA OF DIGITAL TRANSFORMATION

Abstract

The article explores the theoretical foundations and modern approaches to organizing pedagogical mentoring of young teachers in the context of the digital transformation of education. The article examines the essence of mentoring as a form of subject-subject interaction that fulfills adaptive, developmental, motivational, value-building, and reflective functions. Particular attention is paid to changes in the content, forms, and principles of mentoring under the influence of digitalization in the educational environment. Current models of digital mentoring – paired, group, network, reverse, and remote – are analyzed, as well as didactic and organizational strategies for its implementation. The role of digital competencies, educational analytics, and personalization in improving the effectiveness of mentoring practices is substantiated. Recommendations for the institutionalization of mentoring in educational organizations are presented. The article’s materials can be used in the development of support programs for young professionals and in continuing education systems for teaching staff.