Search

SUPERVISION IN TUTORING PRACTICE: ORGANIZATION ISSUES // Pedagogical Review. 2021. Issue 3 (37). P. 213-220

The problem of conceptual underdevelopment of the supervisory practice of tutor support is discussed. The reason for the absence of theoretical models of supervision is seen in the empirical outstripping of this practice in relation to the conceptual reflection of tutoring as a type of professional activity. As a possible theoretical model for the supervision of a tutor, a “tutor system” is proposed, similar to the psychotherapeutic supervision system, which includes 3 types of focus of attention: on a tutorant, a tutor, and the process of tutor support. The content of supervision is indicated, which is determined by each of these angles of attention. Behavioral patterns characterizing tutors and tutorants are described, the corresponding deficits of subjectivity and identity are identified. Deficiencies in educational and professional subjectivity, as well as diffuse educational and professional identity, are defined as criteria for identifying a “complex” supervisor and tutorant. The most important conditions for effective supervision of tutoring practice are called accurate recognition in the process of supervision of the limitations and shortcomings of the personal, activity and communicative plan, which are characteristic of a tutor and a tutorant, as well as the implementation of the fundamental idea of the activity approach about turning the concept of action into activity.

Keywords: supervision of a tutor, “tutor system”, behavior patterns, deficiencies of subjectivity and identity, “difficult” clients

Competing with generative artificial intelligence and gadgets: possibilities of modern educational practice in university // Pedagogical Review. 2025. Issue 6 (64). P. 102-112

The article outlines current trends characterizing the modern educational practice of higher education. Two groups of challenges faced by education entities are presented. The first group is associated with the “hyperconnectivity” of education entities to the Internet. The second group of challenges is associated with the effects of using generative artificial intelligence in training. A number of phenomenaconsequences of the interaction of education entities with the digital environment are listed. Using the example of the phenomenon of multitasking, optimistic and pessimistic research expectations and forecasts concerning the outcomes of the detected transformation of the cognitive sphere of students are described. The currently unfolding technological transformation stimulates changes in the cognitive sphere and metacognitive functions of subjects. This situation in the higher education system requires psychological and pedagogical reflection. The novelty of the study lies in the fact that, in relation to the psychological consequences of the digital revolution in university education, a realistic answer is proposed that recognizes the inevitability of the changes taking place and at the same time assumes support for students’ subjectivity – self-regulation of their activities, awareness, organization of access to resources. The following are proposed as a methodological framework for designing learning relevant to the goals of developing subjectivity characteristics: a self-regulatory approach to learning, the concept of mental experience, and conscious learning. Within each approach, the targets of pedagogical interventions are listed, such as the processes of the self-regulation cycle of learning, components of mental experience, and recognition of the learning context. Possible tools for pedagogical interventions are also provided.

Keywords: higher education, technological revolution, educational practice at the university, development of students’ subjectivity, reflection, metacognitive regulation of activity, awareness of learning