Possibilities of Using Tutoring Tools in the Activities of a Teacher-Mentor

Introduction. Today the world is becoming different, and such a world requires a different education system. Man is put as a subject of life and a subject of education. In these conditions, a teacher is forced to constantly expand the range of his competencies, to fill professional deficiencies. Mentoring is the most optimal form for this. The result of interaction in the “mentor – mentee” pair is the development of the subjectivity of the mentee, his personal and professional development. The purpose of the article is to present tutoring tools that can be used in mentoring practice. Methodology. The study was carried out using theoretical methods: analysis, synthesis, generalization of scientific research on the definition of the concepts of subjectivity, mentoring, comparison of the positions of the tutor and mentor, as well as empirical methods: survey, qualitative and quantitative data processing. Results. Within the framework of this study, the form of mentoring “teacher – teacher” was considered. The study was conducted within the framework of the implementation of the state assignment of the Ministry of Education of the Russian Federation “Reverse mentoring as a means of ensuring professional growth of teaching staff in general education organizations” during 2022 and 2023 among teachers (n = 256) who took part in a series of master classes on the use of tutoring tools in the activities of mentor teachers. The target audience is teaching staff from the Sverdlovsk and Irkutsk regions, Krasnoyarsk region. The master classes were organized in face-to-face and online formats. Conclusions. The article substantiates and presents the authorʼs definition of mentoring, emphasizes the relevance of using tutoring tools (participant observation, conversation, storytelling, personal resource mapping, navigation, reflection) by a mentor teacher to compensate for the professional deficiencies of the mentees.