Abstract
The article contains a methodological substantiation of the need for continuous tutoring of Russian language and literature teachers mastering additional educational programmes aimed at improving the professional competencies necessary for managing project-research activities of schoolchildren. The article presents generalised portraits of a tutor-teacher and a tutorant-teacher in terms of professional risks and deficiencies, lists the ways of interaction between a tutor and tutorants within the distance learning format, contributing to the formation and improvement of professional competencies of students of an additional educational programme.
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