PROFESSIONAL COMPETENCIES OF A TEACHER-TUTOR IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION

Abstract

The relevance of the article is determined by modern requirements for education, which should support the growth of a student as an individual, contribute to the formation of critical and creative thinking, emotional intelligence, the ability to learn, be independent, be able to make choices, decisions and bear responsibility for one’s choices and future (including that related to education). The following research methods are used in the article: study, analysis and generalization of scientific and pedagogical sources from Ukrainian and foreign researchers in order to determine the professional competencies of tutors in institutions of general secondary education. The purpose of the article is to analyze the scientific achievements of Ukrainian and foreign researchers to determine the professional competencies of a modern teacher who performs tutoring activities in institutions of general secondary education. Based on the analysis of the works of Ukrainian scientists, it is determined that tutoring competencies are a component of a teacher’s pedagogical and professional competency. The author also pays attention to tutor competencies in distance learning, which fully correspond to tutor competencies, and are also in demand in offline education. Based on the analysis of the works of Ukrainian researchers, the author defines common tutoring competencies: psychological and pedagogical; possession of modern educational technologies (interactive and digital); social and personal competencies; the ability to bear responsibility in the process of tutor interaction with students. The analysis of the points of view of foreign researchers made it possible to conclude that scientists emphasize the importance of acquiring practical skills necessary to perform the profession of a teacher-tutor, and theoretical knowledge is designed to support the acquisition of these skills and provide a scientific synthesis of the acquired experience. The analysis of Ukrainian and foreign sources led the author to the following conclusions: the professional competency of a teacher in the context of tutoring activity is considered from the position of a systemic approach and contains various interrelated components: professional, social, personal, etc. The author defines the following tutoring competencies of the teacher: psychological, projective, technological, prognostic, pedagogical, innovative, compensatory, informationaldigital, organizational, managerial, inclusive, analytical, communicative, explorative, legal, intercultural, leadership, emotional-ethical. In the conclusions, the author notes that the professional competency of a teacher-tutor is an integral characteristic of a pedagogue, which includes a complex combination of deep, systematic, interdisciplinary knowledge, specific skills and abilities, personal qualities, value orientations, own professional position, etc.