TUTORING AND FEATURES OF ITS IMPLEMENTATION IN UNIVERSITY

Abstract

In student-centered education, attention is focused on critical and analytical learning and understanding, increased responsibility and accountability of the student, and the expansion of his autonomy. Moving the student's personality to the center of the educational process requires changes in the "teacher-student" relationship: with student-centered learning, the role of the teacher changes, and he should become a tutor for the student. It is shown that tutoring provides differentiation and individualization of education due to changes in the structure, content, technologies, and organization of the educational process. It is justified that the tutor, building a certain sequence of elements of the educational activity of each student by his abilities, opportunities, motivation, and interests, carries out coordination, organizational, and consulting activities. It is shown that the tutor’s activity is aimed at helping in the adaptation of first-year students, foreign students, and socially disadvantaged students, their comprehensive cultural development, creating an atmosphere of friendship and mutual assistance in the group, and a conscientious attitude to learning. It was revealed that the choice of specific forms, methods, and technologies of tutors work with students of higher education institutions is an individual choice of the tutor and depends both on the age and personal qualities of the students, and on the personal and professional preferences of the tutor himself. Determination of the personal characteristics of students by tutors will ensure more qualitative and productive activities between them and allow planning and adjusting of the individual educational trajectory of students. The results of the study will be useful for teachers of higher education institutions who are interested in individual approaches to education, the institute of tutoring, and its implementation in the educational process of educational institutions.