Introduction. One of the effective means of developing modern education is reverse mentoring. For its successful implementation, it is necessary to understand this phenomenon by the pedagogical community, in particular, teachers of educational institutions. The purpose of the work is to determine the level of understanding by teachers of general educational organizations of the essential and content characteristics of reverse mentoring. Materials and methods. The study used theoretical (theoretical analysis of the literature, generalization, classification) and empirical (analysis of regulatory documents, questionnaire survey) methods. The questionnaire survey involved 316 teachers of general education organizations (mentors and mentored people) from 8 regions of Russia (Nizhny Novgorod, Kurgan, Chelyabinsk, Tomsk, Ulyanovsk, Sverdlovsk regions, the Republic of Bashkortostan and the Yamalo-Nenets Autonomous District). The average age of the respondents is 36.69 years (ϭ=13.92), the average teaching experience is 12.73 years (ϭ=12.99); 7% men, 93% women. The questionnaire included 21 questions. The obtained data were processed by the methods of content analysis and mathematical statistics (descriptive statistics, Fisher's criterion). Research results. As a result of a questionnaire survey, it was revealed that teachers of general educational institutions are aware of the importance of using different types of mentoring, including reverse (41.5%); believe that they are included in the system of reverse mentoring (63%), but at the same time they do not understand the essential and substantive characteristics of the phenomenon of reverse mentoring. Thus, only 25.9% of respondents believe that within the framework of reverse mentoring, a young teacher teaches a more experienced one, and 24.4% that an older teacher in age, experience or position becomes a ward of an employee who is younger in these parameters. To determine the content characteristics of reverse mentoring, the characteristics of the mentor, identified by the respondents, were of particular importance. Conclusion. Based on the results, the methodological foundations of reverse mentoring were identified and its definition was formulated as a pedagogical interaction in which the mentor has a lower status (age, length of service, position) than that of the mentored person; aimed at filling the deficit of tutored in professionally significant competencies, based on trust, equality and active cooperation.

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Introduction. The analysis of normative documents which regulating the sphere of education indicates the importance of social and educational functions in the activities of classroom teachers. For the successful implementation of these functions, class teachers must have the appropriate competencies. The purpose of the work is to determine the level of formation of social and learning competencies among potential (students) and actual classroom teachers in the Sverdlovsk region, and to offer recommendations for organizing their professional and post-professional training on the basis of a pedagogical university. Materials and methods. The empirical study was carried out in three stages: at the first stage, through testing (n=528); on the second – through the method of scaling subjective assessments of readiness for the implementation of the main areas of socio-pedagogical activity of the classroom teacher (n=2356); on the third – through a survey of students (n=438) about the implementation of their functions by class teachers. Base of research: Ural State Pedagogical University (Russian Federation) Research results. As a result of the first survey, it was revealed that the level of development of knowledge about the methods of socio-pedagogical activity based on an individual approach, especially towards children and adolescents with developmental disabilities, among class teachers is extremely low – only 7%. The second survey showed that the activity component of socio-pedagogical competencies was formed at the “below average” level in social prevention, social rehabilitation and human rights content areas. In the process of the third study, it was determined that organizational-coordinating and information-communicative meaningful areas of activity prevail in the work of class teachers. And in fact, the analytical and prognostic, social and preventive, social and rehabilitation and human rights areas are not represented. Conclusion. Based on the results, recommendations were developed on the organization of professional training of class teachers on the basis of a pedagogical university.

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