DIGITAL TOOLS IN THE ACTIVITIES OF MODERN TEACHERS AND THEIR MENTORS

Abstract

This article explores the use of digital tools by modern teachers and their mentors in the context of the digital transformation of education. The primary objective of the study is to identify areas of digital technology application and their impact on the transformation of teaching and mentoring activities. The authors analyze changes in teacher roles in modern conditions, popular forms of mentoring, and the specifics of their implementation in the digital educational environment. Based on a survey of teachers and their mentors, the significance of digital competence, key practices for using digital tools, and their role in organizing professional pedagogical interactions are determined. The authors note that the transformation of teachers’ professional functions is systemic and manifests in a shift in emphasis from knowledge transfer to supporting students in the information, including digital, educational space. The authors conclude that mentoring in education remains in demand as a fundamental mechanism for the professional adaptation and development of teachers. Digital tools have been found to be a significant factor in increasing the effectiveness of teaching and mentoring activities, while maintaining their personal nature. The study highlights the need for institutionalizing mentoring in modern educational practice. The findings should be considered when designing professional development programs for teachers, as well as when developing and refining mentoring models in the digital educational environment.