MENTORING IN EDUCATION: TRANSFORMATION FROM SUBJECT-OBJECT TO SUBJECT-SUBJECT MODELS OF INTERACTION

Abstract

The article is devoted to the analysis of the transformation of mentoring models in the educational environment in the context of digitalization. The study substantiates the need to move from traditional subject-object models, where the mentor acts as the sole source of knowledge, to modern subject-subject models based on dialogue, cooperation and mutual enrichment. In the context of the emergence of the digital educational environment as a new pedagogical reality, previous approaches to mentoring are losing their effectiveness. The article examines the new functions of mentoring, in particular, its role in supporting experienced teachers from younger colleagues who act as “digital natives” and help them master digital tools to meet the requirements of Federal State Educational Standards. The author analyzes the main challenges of digital transformation, describes the principles of building subject-to-subject interaction and suggests criteria for the effectiveness of modern mentoring models. The results obtained allow us to state that the successful development of teachers’ professional activities in the digital age is possible only if equal, flexible and mutually enriching forms of support are created, where both the experience of the older generation and the digital competence of the younger are valued.