Olga А. Pugacheva

The article addresses the pressing issue of supporting the professional self-determination of young specialists in the field of music education. In the context of the evolving requirements for modern educators and the challenges that arise during the initial stages of teaching, the support provided to aspiring teachers in children's music and art schools is particularly significant. The article examines the conditions for the effective organization of this support process through the implementation of a virtual mentoring model, which involves identifying personal strengths, individual needs, developing a personalized educational trajectory with phased event planning, the use of various interaction forms, and the application of diagnostic methods to assess progress. The article also aims to identify a range of advantages and limitations of virtual mentoring compared to traditional mentoring, as well as to substantiate the prospects for its use in the innovative development of methodological and educational practice in general. The results of the experimental work showed a significant change in the performance and effectiveness of the instructional efforts of young educators, increased involvement of their students in the educational process, and the growing authority of young professionals among students, their parents, and colleagues. In addition, the majority of focus group participants expanded the range of their professional skills and types of professional activity. The theoretical significance of the article lies in the fact that the conducted research expands scientific understanding of the conditions for implementing virtual mentoring in music education, taking into account innovative approaches. The practical significance is confirmed by the empirical research base obtained during the analysis of the effectiveness of implementing the virtual mentoring model for young specialists in music education, which yielded the following results: the specifics of virtual mentoring were determined, a set of tools and conditions were identified, and potential types of activities were outlined that would make the interaction between the mentor and the young specialist in music education effective and productive. This successful experience of virtual mentoring expands the potentials of methodological and educational activities of teachers and offers the prospect of seeking new forms of interaction, not only within the framework of mentoring but also in working with students, pupils, and colleagues.