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Тьюторское сопровождение в современной школе: проблемы и точки роста Tutor support in a modern school: problems and points of growth
Иванова Елена Михайловна.
Студентка 1 курса магистратуры, Федеральное государственное автономное образовательное учреждение высшего образования «Белгородский государственный национальный исследовательский университет»,
Россия, г. Белгород
Ivanova Elena Mikhailovna.
Студентка 1 курса магистратуры, Belgorod State National University, Russia, Belgorod
Кролевецкая Елена Николаевна.
Кандидат педагогических наук, доцент Федеральное государственное автономное образовательное учреждение высшего образования «Белгородский государственный национальный исследовательский университет»,
Россия, г. Белгород
Krolevetskaya Elena Nikolaevna.
Candidate of Pedagogical Sciences, Associate Professor, Belgorod State National University, Russia, Belgorod
Аннотация.
В статье раскрывается сущность и значение тьюторского сопровождения в современном образовательном процессе; направления деятельности тьютора в сопровождении обучающихся с ОВЗ. Цели и задачи тюторской деятельности представляются через призму функций образования. Целью эмпирического исследования явилась оценка осведомленности тьюторов об особенностях тьюторского сопровождения в условиях современного образовательного процесса, выявление проблем и точек роста в вопросах тьюторства. В рамках исследования было проведено анкетирование среди тьюторов образовательных организаций г. Белгорода. Сделан вывод о наличии ряда проблем в организации тьюторского сопровождения в условиях современного образовательного процесса.
Annotation.
The article reveals the essence and significance of tutor support in the modern educational process; the activities of a tutor accompanied by students with disabilities. The goals and objectives of the tutoring activity are presented through the prism of the functions of education. The aim of the empirical study was to assess the tutors' awareness of the features of tutor support in the conditions of the modern educational process, to identify problems and points of growth in the issues of tutoring. As part of the study, a survey was conducted among tutors of educational organizations in Belgorod. It is concluded that there are a number of problems in the organization of tutor support in the conditions of the modern educational process.
Ключевые слова: тьютор, тьюторское сопровождение, тьюторская деятельность, обучающиеся с ОВЗ.
Key words: tutor, tutor support, tutor activity, students with disabilities.
Currently, the school is undergoing a reassessment of the fundamental values of education. There is a reorientation to the development of children's interests and abilities, as well as the formation of competencies in the fields of civil, communication, information and intellectual orientation. The development of cognitive activity and independence of students contributes to the achievement of the above-mentioned directions. Not only teachers and psychologists, but also tutors help in realizing their professional and educational prospects.
Initially, the concept of tutoring was widely spread in the UK, where tutoring is described as a special pedagogical position that ensures the development of individual educational programs and accompanies the process of individualization of education at school, in systems of additional and continuing education [2]. In didactics, a tutor is a
position that accompanies, supports the process of self-education, individual educational search, supports the development and implementation of individual educational projects and programs.
At the initial stages of training, the tutor acts as a guide to the educational space of the school. A tutor is a mentor, an intermediary, a person who teaches how to translate problems into a task and look for their solution [1]. The primary goal of tutoring activity is the personal support of the student and the creation of favorable conditions for adaptation at school, for the disclosure of the inner potential of the child, including those with disabilities (HIA). Detailing the purpose of tutor support is possible through the prism of educational functions:
1. Organizational. Coordination of activities; selection of educational resources to create an individual educational program; creation of conditions necessary for the process of growing up; creation of a purposeful system for organizing work with students.
2. Teaching and educating. Assistance in the formation and subsequent development of universal learning activities; development of a sense of individual responsibility among students; gradual inclusion in the social environment.
3. Developing. The definition and subsequent development of the student's educational motives; increasing the student's active interest in the content of the activity and the research process.
The solution of the following tasks contributes to the achievement of the goal of tutor activity:
- creating conditions that are comfortable for the student while staying in an educational organization;
- creation of a comfortable educational environment through the creation of a favorable environment for communication with the teaching staff, students and parents;
- formation of the ability to build positive interpersonal relationships in a team as a result of the pupil's socialization - his inclusion in the environment of peers, class and school life;
- development of the identified educational motives and interests of the student;
- assistance in overcoming learning difficulties (adaptation of educational programs and teaching materials);
- interaction with parents, their inclusion in the learning process;
- tracking the positive dynamics and evaluation of the results of the activities of a child with disabilities.
To carry out tutoring activities, a specialist must understand the features of inclusive education and its differences from traditional forms of education. It is important to know the age and personality characteristics of a child with disabilities, based on psychological patterns. It should be emphasized that medical, psychological and correctional support in an educational organization is provided not only for students with disabilities, but also for all students without exception. Tutor help is available, which is its most important criterion.
The main goal of a tutor accompanying a child with disabilities is to include him in the environment of a general education institution. The tutor needs to create comfortable conditions for the student: assistance and access to school, classroom; organization of the workplace and other places where a student with disabilities can be; assessment of the real capabilities of the child and the creation of a special regime, temporary organization of the learning environment. It is possible to distinguish the following areas of activity of tutor support of a child with disabilities in a modern school:
1. Assistance in mastering the world of healthy people and obtaining basic knowledge in the learning process.
2. Assistance to teachers of educational organizations in the inclusion of students with special needs in inclusive education.
3. Pedagogical consultation of parents of children with disabilities.
4. Formation of a positive attitude of others to people with disabilities.
Scientists [2; 3] distinguish the following stages of tutor support:
1. Collecting important information about a student with HIA.
2. Analysis of the collected information.
3. Selection of recommendations in cooperation with other specialists.
4. Drawing up an individual work plan for a child with disabilities.
5. The implementation of tutoring activities and the solution of tasks.
6. Development of further actions according to the analysis of the results of the tutor's activity.
The purpose of our empirical research was to assess the tutors' awareness of the features of tutor support in the conditions of the modern educational process, to identify problems and points of growth in the issues of tutoring. As part of the study, we conducted a survey among tutors of educational organizations in Belgorod. 27 tutors took part in the survey. The questionnaire included questions concerning 1) the organization of tutor support in the educational process; 2) recognition of tutors in the professional community; 3) the introduction of new educational results, technologies, increasing the motivation of students to learn.
Questionnaire "Tutors' awareness of the features of tutor support in the conditions of the modern educational
process"
Block 1. Organization of tutor support in the educational process
1.1. I know and understand well why the organization of tutor support is necessary.
1.2. This year I have mastered (a) new method(s), technique(s), technology(ies) for organizing tutor support for students with disabilities and disabilities and I use them actively.
1.3. I have the skills to implement an adaptive educational program for a student with disabilities and disabilities.
1.4. I have an idea of the types of reporting documentation for the tutor.
1.5. I have knowledge and methods of using the tutor's working and reporting documentation for the purpose of effective tutor support of students.
1.6. Any tutor can get access to the resource scheme of the general tutor action and the stages of tutor support of
students.
Block 2. Recognition of tutors in the professional community
2.1. In the current academic year, I took part in presenting the activities of an educational organization in the professional community (holding events, participating in competitions, festivals on the organization of tutor support).
2.2. I have publications of materials from the experience of organizing tutor support.
2.3. The school regularly carry out activities on the dissemination of experience in organizing tutor support and tutors' achievements exchange in this field.
Block 3. The introduction of new educational results, technologies, increasing the motivation of students to learn.
3.1. It seems to me that students demonstrate new educational results (specify which ones) in relation to the organization of tutor support.
3.2. I have evidence of an increase in the motivation of students to study (specify which ones) in relation to the organization of tutor support.
Evaluation of the results of the tutors' survey was carried out using a scale that defines three levels of manifestation of the studied trait: high, medium, low. The survey participants were asked to assess the level of fairness of the statement (I fully agree, I partially agree, I disagree). The results of the survey of tutors of educational organizations in Belgorod are presented in Figure 1.
Figure 1. Results of the survey of tutors of educational organizations in Belgorod
According to the results of the survey, 62% of respondents are well aware of the specifics of tutoring activities, 38% are insufficiently aware, there are no ignorant ones. 100% of respondents highly appreciated their knowledge and skills in organizing tutor support and maintaining accounting and working documentation. There is a low level of recognition of individual tutors in the professional community. 67% of tutors, unfortunately, have no experience of participating in competitions, events and other forms of professional activity at school and beyond. Only 9% of respondents rate this indicator at a high level, 24% - at medium level. Respondents also consider "the introduction of new educational results, technologies, and increased motivation of students to study" as an insufficient. Only 21.5% of tutors note that their students have become much more diligent, show more interest in educational activities, have learned letters, numbers, ф a large amount of names of figures, etc. 78.5% of tutors indicated that their students are less motivated and diligent, but also have learned numbers, letters, names of figures, etc.
The conducted survey allows us to conclude that there are certain problems in the organization of tutor support in the conditions of the modern educational process. With a sufficiently high level of tutors' awareness of the peculiarities of tutor activity in a modern school, assessment of their professional competencies, understanding of their goals and objectives in working with children with disabilities. At the same time, there is a low involvement of tutors in scientific and methodological activities, dissemination of experience in organizing tutor support at the school, city, region level. Tutors do not sufficiently appreciate the educational results and motivation of their students with disabilities.
In conclusion, we note that to achieve high-quality results in working with students with disabilities, the tutor needs to improve the methods and techniques of his professional activity, regularly exchange experience with colleagues, expand the space of professional experience. By carrying out qualitative activities, the tutor contributes to the formation of age-related neoplasms and the correction of mental functions of students with disabilities in consequence of assimilation of school curriculum in various subjects.
Список используемой литературы:
1. Ворожцова, И. Б. Педагогический смысл тьюторского сопровождения образовательной деятельности / И.Б. Ворожцова // Начальная школа. - 2010. - №5. - С. 27-32.
2. Гладкая, Е. С. Технологии тьюторского сопровождения: учеб.пособие / Е.С. Гладкая, З.И. Тюмасева. - Челябинск: Изд-во Юж-Урал. Гос. Гуман.-пед. ун-та, 2017. - 93 с.
3. Жданова, М. А. Тьюторство в образовании: учеб. пособие / М. А. Жданова, Ж. Б. Косицына, А. В. Жданов, Н. Н. Суртаева. - СПб: Издательско-полиграфическая ассоциация высших учебных заведений, 2022. -142 а
