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. Introduction. Nowadays, specialists of different scientific directions note the growing trend in the deterioration of physical and mental health of younger generation, largely resulting from the health cost of education. In this regard, it is important to develop the institution of tutoring as a pedagogical innovation, which will ensure the formation of a healthy, active, purposeful and responsible personality, who can successfully live in a rapidly changing world.The aim of the article was to identify the factors, which have to be taken into consideration, when organising and implementing master’s education in the direction “Health-Preserving Tutor”.Methodology and research methods. Leading methodological approaches, when studying future tutors’ readiness for health-preserving activities, were anthropological, personality-oriented and environmental. The authors designed the programme of complex diagnostics “Harmony”, which included the following methodologies: evaluation of satisfaction with physical condition (according to Giesener Beschwerdebogen, GBB); self-evaluation of mental state (H. J. Eysenck); “Value orientations” (M. Rokich); the Social Readjustment Rating Scale (T. Holmes, R. Rage); questionnaires “Need for tension in terms of health” (Z. I. Tyumaseva, A. A. Tsygankov, I. L. Orekhova) and “The level of development of recreational activity” (G. V. Valeeva, V. S. Misharina).Results and scientific novelty. The structure and the concepts of “tutoring” and “tutoring support in health-preserving” were specified. The components of the tutors’ readiness for health-preserving activity were revealed: psycho-emotional, psycho-physical, cognitive and value-motivational. In the course of pedagogical experiment, the factors of risks and sustainability, which influence the formation of tutors’ readiness for health-preserving activity, were identified. A diagnostic program was developed to identify the factors.Practical significance. The developed diagnostic tool can be employed when assessing the level of readiness formation for health-preserving activity among students and tutors. The materials of the research can be useful to specialists, who are engaged in vocational training of tutors, as well as to teachers, heads of educational organisations and undergraduates of pedagogical higher education institutions.
. Introduction. Nowadays, specialists of different scientific directions note the growing trend in the deterioration of physical and mental health of younger generation, largely resulting from the health cost of education. In this regard, it is important to develop the institution of tutoring as a pedagogical innovation, which will ensure the formation of a healthy, active, purposeful and responsible personality, who can successfully live in a rapidly changing world.The aim of the article was to identify the factors, which have to be taken into consideration, when organising and implementing master’s education in the direction “Health-Preserving Tutor”.Methodology and research methods. Leading methodological approaches, when studying future tutors’ readiness for health-preserving activities, were anthropological, personality-oriented and environmental. The authors designed the programme of complex diagnostics “Harmony”, which included the following methodologies: evaluation of satisfaction with physical condition (according to Giesener Beschwerdebogen, GBB); self-evaluation of mental state (H. J. Eysenck); “Value orientations” (M. Rokich); the Social Readjustment Rating Scale (T. Holmes, R. Rage); questionnaires “Need for tension in terms of health” (Z. I. Tyumaseva, A. A. Tsygankov, I. L. Orekhova) and “The level of development of recreational activity” (G. V. Valeeva, V. S. Misharina).Results and scientific novelty. The structure and the concepts of “tutoring” and “tutoring support in health-preserving” were specified. The components of the tutors’ readiness for health-preserving activity were revealed: psycho-emotional, psycho-physical, cognitive and value-motivational. In the course of pedagogical experiment, the factors of risks and sustainability, which influence the formation of tutors’ readiness for health-preserving activity, were identified. A diagnostic program was developed to identify the factors.Practical significance. The developed diagnostic tool can be employed when assessing the level of readiness formation for health-preserving activity among students and tutors. The materials of the research can be useful to specialists, who are engaged in vocational training of tutors, as well as to teachers, heads of educational organisations and undergraduates of pedagogical higher education institutions.
Показан ход научно-исследовательской работы по формированию организационно-педагогической модели тьюторского сопровождения пробных действий при проектировании индивидуальной карьерной стратегии обучающихся в процессе реализации личностно ориентированных программ дополнительного профессионального образования. Представлена структура разрабатываемой авторами модели (цель, теоретико-методологические основы и принципы, организационно-педагогические условия, критерии результативности). Продемонстрированы результаты исследования по итогам пилотного эксперимента по внедрению разработанной модели в практику дополнительного профессионального образования, на основании которых сделаны выводы о корректировке модели и перспективах дальнейших исследований в данном направлении. The paper shows the course of research work on the formation of the model of tutor support of probationary activities in the design of career strategy of students in the process of implementation of personality-oriented programs of additional vocational education. The structure of the model (purpose, theoretical and methodological foundations and principles, organizational and pedagogical conditions, performance criteria) is presented. The article shows the results of the research by the results of the pilot experiment in the implementation of the developed model in the practice of additional professional education. The conclusions about the model adjustment and perspectives of further research in this direction are made. The necessity of supplementing the formed organizational and pedagogical model of tutor support for trial actions when designing an individual career strategy of students in the context of the implementation of personality-oriented programs of additional professional education through: strengthening three lines of individualization in the tutor support of the program (organizational, program-methodical, pedagogical); creating conditions for the preparation of a team of tutors to work within a specific program additional professional education by creating its demo version; development of criteria for the selection of tutors to work in the program, taking into account their professional and individual personality characteristics, the ability to work with different categories of students; expansion of the reflexive component in the work of tutors; collection of cases on the topic of the implementation of trial actions in the design of the career strategy of students in the conditions of additional professional education and the development of methods of their use for practical classes and consultations within the framework of the program.
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