The article is devoted to the problem of determining the prospects of pedagogical activity in modern conditions. The article presents traditional and new options for the work of a modern teacher. The author examines original practices of a teacher navigator in the world of information, a game teacher, a teachermoderator of educational activities, a teacher tutor, coach, teacher-leader, which are implemented by Teachers of the XXI century.

The article examines various aspects of tutoring accompaniment for gifted children in the educational space. Shows the content of the joint activities of the tutor and gifted children. Organizational and pedagogical conditions and methods of training a tutor for accompanying gifted children at a pedagogical university are disclosed.

The article presents the experience of tutors — specialists who accompany the processes of development and improvement of teachers’ competencies in their professional activities (on the example of the Kemerovo region). One of the successful pedagogical tools in the work of such specialists is tutor technologies, which have been implemented in Kuzbass for more than 10 years. The characteristics of these technologies are presented. The professional competencies of teachers (cognitive, operational-technological, personal) are determined and the dynamics of their development from 2013 to 2023 is presented. Organizational forms of implementation of tutor technologies are defined. Examples of the use of technology in working with teachers are given.

The article analyzes and compares the concepts of “tutor”, ”mentor” and ”curator”, the features of tutoring in secondary vocational education are determined, the experience of digital tutoring in college is conceptualized, the prospects for building models of psychological and pedagogical support for the individualization of secondary vocational education in the context of digitalization are determined.