PEDAGOGICAL CONDITIONS FOR THE FORMATION OF A TUTOR’S PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCE AT THE STAGE OF MASTERING THE PROFESSION

The trends of domestic education, expressed in the transition from knowledge-educational to personal-semantic pedagogy, dictate the need for further development of the child support system in the educational process and suggest an increasing shift in emphasis towards individualization and subjectivity. In this regard, it is relevant to increase the requirements for the level of professional competence of tutors (teachers with tutor competence) as a central pedagogical unit performing the functions of support, especially in terms of the psychological and pedagogical component that ensures the optimization of this process. Despite the elaboration of many aspects of the professional training of tutors, the analysis of theoretical literature and dissertation research allowed us to establish that the problem of the formation of psychological and pedagogical competence of a tutor, as a representative of a new pedagogical profession, in the context of the specifics of the professional activity of a specialist has not been considered until now. The article reveals the relevance of the problem of forming the psychological and pedagogical competence of a tutor (specialists with tutor competence) at the stage of mastering the profession. Based on the theoretical analysis, the working concept of the tutor’s psychological and pedagogical competence is introduced, and its components are also proposed: cognitive, activity, and personal. The author also identifies and justifies a set of sufficient pedagogical conditions necessary for the formation of psychological and pedagogical competence of tutors at the stage of mastering the profession, the main of which are: 1) the Program for the formation of the tutor’s psychological and pedagogical competence as a determining condition for the formation of the above-mentioned competence (hereinafter — the Program); 2) an individual educational route of movement according to the Program; 3) professional tests and continuous tutor practice; 4) supervision and 5) transfer of the process of forming the psychological and pedagogical competence of the tutor into self-education mode.

competence, psychological and pedagogical competence of the tutor, structure of psychological and pedagogical competence of the tutor, cognitive, activity and personal components, pedagogical conditions, the Program, individual educational route, supervision, self-education, supportButenko O. Yu. Pedagogical conditions for the formation of a tutor’s psychological and pedagogical competence at the stage of mastering the profession. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2023;2(63):332—336. DOI: 10.25683/VOLBI.2023.63.586.

Butenko O. Yu. Pedagogical conditions for the formation of a tutor’s psychological and pedagogical competence at the stage of mastering the profession. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2023;2(63):332—336. DOI: 10.25683/VOLBI.2023.63.586.