Experience in training high school teachers for tutoring activities

Abstract

The article is devoted to the problem of introducing a tutor support model for students in the higher education system. The article raises the issue of readiness of pedagogues of school subject in higher education to master the position of a tutor. What underlies the research problem, is the contradiction between the lack of trained personnel – tutors, higher school pedagogues who would not be willing to formally fulfill this role, but to approach it consciously and being truly included into it, on the one hand, and the growing demand for them in higher education, on the other. The article describes an experimental event on teaching tutoring in the short-term project activities of student groups participating in the educational leap "Jump to the Future". In this experiment, the area of responsibility of the tutors was to create conditions for the emergence of an educational result among the participants of the project intensive and to build the trajectory of their individual and group development. The article describes both objective and subjective (semantic) criteria for assessing the success of tutors. The authors focus on the main indicator of the formation of competences of tutors – an effective solution to problem situations. The article summarises and analyses the results of a survey of the team of tutors of the project "Jump to the Future 2019", conducted at the end of the experiment.