Tutor Support: Models and Technologies
Marina Georgiyevna Sergeeva1, Anna Konstantinovna Oreshkina2, Vladimir Mikhailovich Litvishkov3, Elena Mikhailovna Klimova4, Olga Nikolaevna Perevezentseva5, Sergey Sergeevich Perevezentsev6, Armine Vachaganovna Dallakyan7
1Marina Georgiyevna Sergeeva, Research Institute of the Federal Penitentiary Service of Russia, Moscow, Russia.
2Anna Konstantinovna Oreshkina, Institute for Strategy of Education Development of the Russian Academy of Education, Moscow, Russia. 3Vladimir Mikhailovich Litvishkov, Research Institute of the Federal Penitentiary Service of Russia, Moscow, Russia.
4Elena Mikhailovna Klimova, Research Institute of the Federal Penitentiary Service of Russia, Moscow, Russia.
5Olga Nikolaevna Perevezentseva, Moscow Center for the Development of Staff Cooperation in Education, Moscow, Russia.
6Sergey Sergeevich Perevezentsev, Institute of Educational Psychology and Pedagogy, MGPU, Moscow, Russia,
7Armine Vachaganovna Dallakyan, Peoples’ Friendship University of Russia, Moscow, Russia.
Manuscript received on 02 June 2019 | Revised Manuscript received on 10 June 2019 | Manuscript published on 30 June 2019 | PP: 2776-2780 | Volume-8 Issue-8, June 2019 | Retrieval Number: H6985068819/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The demand for the tutor support implementation in Russian education is determined by the tasks set in the basic general education system. The current research is based on such scientific approaches as systemic, personal-activity and environmental approaches. At the current stage of development of Russian society, the importance of a school teacher as an active participant in the teaching and educational process increases significantly, the requirements for his/her professional qualities and personal qualities, socio-ethical principles and attitude to the chosen profession become stricter. The key points on which a tutor relies in the context of his/her work activity are the principles underlying open education: transparency; flexibility; continuous nature; variability; individual approach; individualization. Pedagogical conditions for the implementation of the tutor support model for the formation of research skills of primary school students should be considered as follows: innovative educational environment; the scientific-methodological framework of tutor support of the process of forming research skills of primary school students; tutor’s professional skills.
Keyword: Innovative Educational environment, Professional skills, Scientific approaches, Tutor support.
Scope of the Article: Networking Theory and Technologies