Training teachers of secondary vocational education to perform tutoring activities

Abstract

Background. The relevance of the article is due to the need to search for the forms of professional development of teachers who begin teaching in educational institutions of secondary vocational education (hereinafter referred to as SVE) and is due to the heterogeneity of these teaching staff. As a rule, these are not only young specialists with basic pedagogical education and employed for the first time in a professional educational organization, but also specialists who came from production or other fields of activity related to the profile of an educational institution, without pedagogical education and teaching experience. In addition, graduates of the college come to work there as well as do the graduates of non-pedagogical universities who have started teaching for the first time.

Objective. The purpose of the article is to reveal the interconnection between forms and content of tutoring activities depending on the characteristics of different groups of novice teachers in the organization of secondary vocational education.

Methods. The research involved the analysis of Russian and foreign theoretical sources on the problem of the implementation of tutor technology; analysis of professional difficulties of young and novice teachers; comparative analysis of the activities of tutors accompanying different groups of teachers, taking into account individual and differentiated approaches.

Results. The content of tutor support is described, taking into account the principle of differentiation associated with the heterogeneity of the composition of novice teachers coming to the vocational education system. Actions the tutor performs when interacting with novice teachers in different models of joint activity are shown. These actions take into account the lack in methodological, communicative and reflective aspects of teaching. The most effective forms of joint activity are described.

Conclusions. The principles of co-organization, individualization and differentiation are basic for preparing teachers to carry out tutoring activities in support of the professional development of young and novice teachers of a secondary vocational educational organization. These principles directly affect the choice of forms of support.

Practical Application. The article is recommended for the heads and specialists at methodological services of educational organizations of SVE, as well as for teachers of educational organizations of SVE. The materials of the article can be used in the organization of mentoring and tutoring activities in vocational training organizations.