The process and result of training in the school of foster parents (on the example of organizing classes on the consequences of a break with a blood family)
The article examines the importance of tutoring in the Russian educational system. Despite the fact that tutoring as an independent pedagogical movement returned to education at the end of the XX century, today it is considered as an innovative technology. The experience of studying the activities of the Interregional Tutor Association by teachers of the Elabuga Institute of KFU is given. The activity of the association has become an incentive for a wide awareness of their experience. It also served as a mechanism for creating its own history of the development of tutoring and mentoring at the university. The authors of the article present the results of an empirical study for the introduction of a tutoring system in classes with students. The study was conducted with 20 students of the Department of Psychology and Pedagogy of the Yelabuga Institute of Kazan Federal University. The first stage was a survey of students in order to identify the needs of students in acquiring new competencies in the field of tutoring and mentoring. The results showed that most students have gaps in the knowledge and skills of tutoring, and also have a high need for professional growth in the field of mentoring. This became the need to introduce systematic work to develop students' readiness to master new competencies in the field of tutor support. The second stage was additional practical classes with a teacher-tutor in the disciplines of "Clinical psychology", "Age-psychological counseling", "Technologies of correctional and developmental work with students". Here students learned to formulate questions, set tasks, read and think in the process of preparing written papers/presentations. This practice has created the need to analyze and synthesize the information contained in various sources, interpret the texts read and explain their meaning to yourself and others. The third stage was a repeated survey of students in order to identify the ability and willingness of students to apply the competencies of tutoring and mentoring in current educational activities and in future professional activities. The result was the designation of conditions for the development of tutoring and mentoring at the university. This includes the restructuring of the activity of the teacher as a key figure in education, the change of his personal priorities, the focus on the development of the individuality of each student, psychological and pedagogical support of students, a high level of interest of students, the awakening of students' personal interest in acquired skills that can and should be useful in life.