The institution of Tutoring in Health-Preserving: Risk and Sustainability Factors

. 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.

1. Kelly J. Psihologiya lichnosti. Teoriya lichnyh konstruktov = Psychology of personality. The theory of personal constructs. St. Petersburg: Publishing House Speech; 2000. 249 p. (In Russ.)

2. Maslow A. Motivaciya i lichnost’ = Motivation and personality. St. Petersburg: Publishing House Piter; 2008. 352 p. (In Russ.)

3. Dzhurinsky A. N. Sravnitel’noe obrazovanie. Vyzovy XXI veka = Comparative education. Challenges of the XXI century. Moscow: Publishing House Prometey; 2014. 328 p. (In Russ.)

4. Gordon E. E., Gordon E. H. Stoletiya t’yutorstva: istoriya al’ternativnogo obrazovaniya v Amerike i Zapadnoj Evrope = Centuries of tutoring: A history of alternative education in America and Western Europe. Izhevsk: Publishing House ERGO; 2008. 352 p. (In Russ.)

5. Terov A. A. Individualization, tutoring and the implementation of federal educational standards. Biznes. Obrazovanie. Pravo. Vestnik Volgogradskogo instituta biznesa = Business. Education. Right. Herald of Volgograd Institute of Business. 2013; 1 (22): 117–121. (In Russ.)

6. Alexandrova E. A., Andreeva E. A. Modernizaciya klassicheskoj modeli t’yutorstva v Rossii, stranah Evropejskogo soyuza i Blizhnego Vostoka = Modernisation of the classical model of tutoring in Russia, the countries of the European Union and the Middle East. Moscow; Tver: Publishing House SFC-Office; 2013. 156 p. (In Russ.)

7. Chng E., Yew E. H. J., Schmidt H. G. Schmidt Effects of tutor-related behaviours on the process of problem-based learning. Advances in Health Sciences Education. Theory and Practice. 2011; 16 (4): 491–503. DOI: 10.1007/s10459-011-9282-7

8. Lee H.-J., Hong Y., Choi H. Perceptions of tutoring roles and psychological distance among instructors, tutors and students at a Korean university. Higher Education Research & Development [Internet]. 2016 [cited 2018 Sep 06]; 143– 157. Available from: https://doi.org/10.1080/07294360.2016.1177811

9. Wood W. B., Tanner K. D. The role of the lecturer as tutor: Doing what effective tutors do in a large lecture class. CBE-Life Sciences Education [Internet]. 2012 [cited 2018 Sep 06]; 11 (1): 3–9. DOI: 10.1187/cbe.11–12–0110. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3292071

10. Xiao J. Tutors’ influence on distance language students’ learning motivation: Voices from learners and tutors. Distance education. Carfax Publishing Ltd [Internet]. 2012 [cited 2018 Sep 06]; 3: 365–380. DOI: 10.1080/01587919.2012.723167. Available from: https://elibrary.ru/item.asp?id=22168987

11. Alexandrova E. A., Andreeva E. A. Theory and practice of tutoring in Russia. Izvestiya Saratovskogo universiteta = Bulletin of Saratov University. 2012; 2: 222–231. (In Russ.)

12. Borovkova T. I. Technology of tutoring support as a practice of individualization. Istoricheskaya i social’no-obrazovatel’naya mysl’ = Historical and Socio-Educational Thought. 2012; 4 (14): 81–83. (In Russ.)

13. Dudchik S. V. Tutoring support: History, theory, experience. Shkol’nye tekhnologii = School Technologies. 2007; 1: 82–88. (In Russ.)

14. Kovaleva T. M., Kobyshcha E. I., Popova S. Yu., Terov A. A., Cheredilina M. Yu. Professiya “t’yutor” = Profession “tutor”. Moscow; Tver: Publishing House SFC-office; 2012. 246 p. (In Russ.)

15. Karpenkova I. V. T’yutor v inklyuzivnoj shkole: soprovozhdenie rebenka s osobennostyami razvitiya. Iz opyta raboty = Tutor in an inclusive school: Support for a child with developmental features. From the experience of work. Ed. By M. L. Semenovich. Moscow: Publishing House “Tverskaya”; 2010. 88 p. (In Russ.)

16. Artemenko B. A., Bystray E. B., Kalashnikov N. V., Vlasenko O. N. Tutoring support in the ecological education of schoolchildren. European Social Science Journal. 2016; 8: 73–80. (In Russ.)

17. Bokova T. N. Development of tutoring system in higher educational institutions of the USA, Great Britain and Russia. Biznes. Obrazovanie. Pravo. Vestnik Volgogradskogo instituta biznesa = Business. Education. Right. Herald of Volgograd Institute of Business. 2013; 1 (22): 121–124. (In Russ.)

18. Bochkareva S. M. Features of tutoring in modern foreign higher school. Vysshee obrazovanie segodnya = Higher Education Today. 2011; 3: 9–11. (In Russ.)

19. Bryant A. O. Stat’ t’yutorom. Vdohnovlyayushchij opyt dlya tekh, kto pomogaet uchit’sya = Become a tutor. An inspiring experience for those who help to study. Moscow: Publishing House Resurs; 2012. 120 p. (In Russ.)

20. Efremova O. I. The Model of tutoring support for students. Vospitanie shkol’nikov = Education of Schoolchildren. 2010; 1: 21–26. (In Russ.)

21. Tyumaseva Z. I., Orekhova I. L., Valeeva G. V., Gladkaja E. S. Proektirovanie bezopasnogo i zdorov’esberegayushchego prostranstva “vuz – shkola” kak usloviya professional’nogo stanovleniya studentov = Planning safe and health keeping space “high school – school” as a condition for the professional development of students. Chelyabinsk: Chelyabinsk State Pedagogical University; 2015. 265 p. (In Russ.)

22. Valeeva G. V. Psihologicheskaya gotovnost’ budushchih uchitelej k ozdorovitel’noj deyatel’nosti = Psychological readiness of future teachers to the wellness centre-activity. Chelyabinsk: Publishing house Cicero; 2014. 140 p. (In Russ.)