Introduction. The modern period in the development of education is traditionally associated with modernization, which, in turn, exacerbates the problems of professional socialization of teachers with great experience. This actualizes the need to introduce reverse mentoring at all levels of the Russian system of education. The article presents the essential and meaningful characteristics of reverse mentoring as a means of professional socialization of teachers, as well as the author’s model of reverse mentoring, developed and implemented in several regions of the country as part of the state assignment of the Ministry of Education of the Russian Federation on the topic “Re-aircraft mentoring as a means of ensuring a professional the growth of pedagogical workers in educational organizations”. The purpose of the article: to describe a model of reverse mentoring as a means of professional socialization of teachers during the period of modernization of education.

Materials and methods. The study was implemented through a set of theoretical methods, namely: the theoretical analysis of literature on the problems of implementing mentoring and determining the key characteristics of reverse mentoring, generalization, class-generation, modeling, as well as empirical methods (analysis of regulatory documents governing the sphere of modern operation). In addition, the article used the results of a questionnaire survey conducted by the author’s team in 2022 among teachers of several regions of the Russian Federation, implementing mentile practices.

Results. The article presents a model of reverse mentoring for teachers of educational institutions at various levels and describes its individual components.The model includes motivational-target, theoretical-methodological, subjective, content, resource and evaluation-effective modules.

Discussion. The authors believe that reverse mentoring is one of the most effective forms of overcoming professional deficits and increasing the professional competence of teachers, especially in the field of information and communication technologies, since it involves regular (as necessary, without interruption from the main professional activity) mutual enrichment of the mentor and the mentee in issues of professional and pedagogical activity.

Conclusion.Thus, the substantive characteristics of reverse mentoring that determined the structural components of the model include: the age or status of the mentor, exceeding the age or status of the mentor; the trusting and informal nature of the relationships built between subjects; constructive pedagogical interaction between mentor and mentee.Thanks to this, the implementation of the developed model in institutions at various levels of the national education system will contribute to more successful professional socialization of both subjects of interaction.

The introduction of the reverse mentoring model in educational institutions of different levels will help fill the professional deficits of teachers, thanks to the constructive interaction of the participants in the mentoring pair, and therefore their successful professional socialization;

The reverse mentoring model should include motivational-target, theoretical-methodological, subjective, content-based, resource-based and evaluative-effective blocks;

The theoretical and methodological foundations of the model are phenomenological, axiological, acmeological, androgogical, competence-based, system-activity approaches.

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