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Course with employment: "The profession of a Methodologist from scratch to PRO"
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President of the Interregional Tutoring Association, Honorary Worker of General Education, Doctor of Pedagogical Sciences and professor with more than 30 years of experience in the field of education. He is one of the founders of tutoring in Russia and actively promotes the development of modern educational practices.
During the interview, we discussed the key aspects that are important in our field. We addressed current issues related to trends and innovations, and shared opinions on best practices and working methods. Particular attention was paid to the importance of innovation and its role in the development of the industry. We also discussed the challenges faced by professionals and ways to overcome them. This dialogue became the basis for further analysis and exchange of ideas, which is certainly important for improving efficiency and achieving success in the future.
- In which universities was tutoring practiced back in the USSR;
- How did the tutoring profession develop in Russia;
- What methods did Russian tutors come up with;
- What are tutor ethics: whose side are they on - the child, the parents or the school?
- Why is it difficult for teachers to retrain as tutors;
- Why is tutoring an age-related profession.
When did tutoring appear in Russia?
The Interregional Tutoring Association is engaged in the development and support of tutoring in the educational sphere. It unites professionals working in the field of individual and group student support, as well as specialists involved in organizing the educational process. The Association conducts training and certification of tutors, organizes seminars and conferences aimed at exchanging experiences and introducing new methods into tutoring practice. Furthermore, it promotes the development of professional standards and guidelines for tutors and conducts research in the field of educational technologies and pedagogy. The main goal of the Interregional Tutoring Association is to improve the quality of education and create conditions for the successful learning of every student.
The Professional Association of Tutors' primary goal is to promote the tutoring profession in Russia. We pioneered the legalization of this profession by developing a professional standard for tutors. As part of our activities, we create and implement various tutoring technologies and practices. We currently actively support tutoring throughout the country, providing training and certification for tutors, developing methodological guidelines and tools, and conducting research on the development of this profession since its inception in Russia. We have also developed a tutoring code of ethics, which serves as a foundation for uniting all Russian tutors around shared values and standards.
The profession in question began to develop in our country at the end of the 20th century. Since then, it has undergone significant changes and adapted to modern requirements. In its early years, specialists faced many challenges, but over time, the profession has gained stability and recognition. Today, it plays an important role in the economy and society, offering a variety of opportunities for career growth and development.
We are conducting research on the hidden aspects of tutoring in Russian history. One example is the teachers of the Tsarskoye Selo Lyceum, who can be considered the prototypes of modern tutors. The royal family also employed teachers with expertise in tutoring, among whom Zhukovsky stands out. There is a book in English known as "Tutor to the Tsarevich," while the Russian edition is called "The Mentor, Teacher of Tsarevich Alexei Romanov." This work tells the story of Charles Sidney Gibbs, one of Tsarevich Alexei's tutors and an Oxford University graduate. The Tsarevich, with whom Gibbs worked, was reluctant to learn English, believing that as the future Emperor of the Russian Empire, where everyone spoke Russian, he would not need to know English. As his tutor, Charles Gibbs discussed these views with him and guided him through an individualized educational program, adapting teaching methods to the student's needs and interests. This book emphasizes the importance of language education and cultural exchange, even in the context of historical figures and events.
Historical background is an essential aspect of studying the past. It helps us understand how events, ideas, and cultural practices have shaped modern society. By studying historical facts, we can identify patterns and trends that influenced the development of different regions and peoples. This information not only enriches our knowledge but also contributes to a better understanding of current events. Historical background is essential for analyzing political, social, and economic processes, as well as for understanding cultural heritage. With the help of historical data, we can more deeply appreciate the significance of the past and its influence on the present day.
- Tutor (from the English tutor) means "home teacher, private tutor, school mentor, guardian."
- Tutoring as one of the institutionalized forms of mentoring arose at the first British universities: Oxford (12th century) and Cambridge (13th century).
- In pre-revolutionary Russia, due to the German model of university education, tutoring found application only in home schooling.
During the Soviet period, the tutoring system was practically non-existent. Education at that time had a strict and centralized structure, where the role of individual support for students was not provided. The educational process focused on collective learning, and attention to the individual needs of students was not practiced. This limited the opportunities for a personalized approach to learning and, accordingly, reduced the effectiveness of material assimilation. As a result, modern approaches to tutoring, aimed at supporting and developing each student, represent a significant step forward in the educational system.
Although the tutoring model was not officially implemented in Russia, its elements were actively used in practice. For example, the founders of the Moscow Institute of Physics and Technology (MIPT) completed an internship in Cambridge, where this teaching model had already been implemented. Upon returning to Russia, they adapted tutoring principles at their university. Although the term "tutor" was not used at the time, MIPT effectively operated under the tutoring model, which facilitated a more individualized approach to student learning.
I came to tutoring through my interest in learning and helping others in their educational process. I initially began working as a mentor for my peers, which gave me the opportunity to develop knowledge transfer skills and methods for explaining complex topics. Gradually, I realized that tutoring was not just a job, but a calling that allows me to influence students' success and help them achieve their goals. This experience inspired me to continue developing in this field, exploring new methods and approaches to teaching to become a more effective tutor.
My grandmother was a teacher, and I decided to continue this tradition in our family. In 1991, together with a group of like-minded people, we founded the first private school in Akademgorodok, Tomsk. I took the position of director and simultaneously studied at the School of Cultural Policy under the direction of Petr Shchedrovitsky. As part of the educational process, we developed a tutoring model, which became the foundation of our teaching practice. Thanks to the freedom afforded by a private school, we were able to successfully introduce tutoring, a significant step in education 30 years ago.
Did you begin actively developing the tutor community at that time?
Since 1996, Tomsk has hosted annual tutoring conferences, bringing together teachers from across the country. Regardless of whether they call themselves tutors, governesses, or homeroom teachers, their real-life teaching practices are important to us. These conferences facilitate the exchange of experiences and the development of tutoring methods, which in turn positively impacts the education system as a whole.
We viewed tutoring as an anthropological practice, recognizing that anthropological practice encompasses a broader spectrum than simply the educational process. It is a practice aimed at the comprehensive development of the individual, including emotional, social, and cognitive aspects. Tutoring fosters the skills and qualities necessary for successful living in modern society, helping each individual realize their potential and adapt to changing conditions.
For ten years, we have been actively developing the content of tutoring, introducing new methods, technologies, and approaches to tutoring work. We have begun to specialize in various areas, including subject areas and age groups. Tutors help children and adolescents master various subjects and also work with clients in specific age categories. In addition, we have developed tutoring for various target groups, including inclusive tutoring, support for gifted children, tutoring in family education, and programs for the elderly. Our work covers a wide range of needs, allowing each tutor to receive individual support and attention.
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Over time, it became clear that to officially recognize tutoring as a profession with the corresponding rights and privileges—a work record, pension rights, length of service, opportunities for employment in government agencies, as well as established standards and ethical norms—an association was necessary. As a result, our association was founded in 2007.
Initially, I was resistant to the idea of participating in the association, as I believed it would drain a lot of the energy needed for practical tutoring. And, as it turned out, this was indeed the case. However, without such an organizational structure, we would have remained just a club or a laboratory engaged in tutoring research. To implement large-scale projects at the national level and develop the profession, it is necessary to create an institutional framework.
How the Tutoring Profession Developed
The Association primarily focused its efforts on developing strategies and initiatives aimed at solving current problems in its field. Emphasis was placed on creating effective communication channels between participants, as well as interaction with key stakeholders. This allowed the Association not only to strengthen its position but also to actively promote the interests of its members. An important step was analyzing current trends and needs, which made it possible to develop relevant recommendations and practical solutions for improving work in the relevant field.
The creation of a professional standard for tutors became our top priority. We worked on this project pro bono, free of charge, and on our own initiative. We understood that the absence of our own professional standard could lead to its development by official methodological services, which would make the work of tutors difficult. Thanks to our efforts, we developed and approved a standard, allowing tutoring to become an official profession in Russia. This year, we already received a third presidential grant for the development of the tutoring profession. Unfortunately, our coaching colleagues have yet to develop their own professional standard, and coaching remains merely an activity, not a fully-fledged profession in the eyes of the state.
It can be concluded that a profession is shaped not only by its content. To successfully advance the profession, it is also necessary to ensure its administrative and organizational consolidation. This includes the creation of structures that facilitate the development and support of professional activity, as well as the implementation of standards and norms that will help it become more recognized and in demand.
Introducing the concept of tutoring into Russian education has become a real challenge. This new concept has required changes in approaches to teaching and interactions between teachers and students. Tutoring presupposes an individualized approach to each student, which requires teachers not only to acquire new knowledge but also to be flexible in their teaching methods. It's important to create an environment where tutors can effectively interact with students, taking into account their unique needs and abilities. Overcoming these challenges has become a key step in the development of educational practices in Russia. I recall my first discussions with Eduard Dmitrievich Dneprov, who argued, "The country doesn't accept foreign terms—vouchers, realtors, and now even tutors! Come up with a more appropriate Russian word." I countered, "What Russian word can I suggest? Uncles? I can't call these people uncles and aunts!" But what Russian word would be appropriate? The word "mentor" didn't fit the context, since at that time, a mentor was associated with a tie-wearing Pioneer leader who "tied" the class to a factory or other workplace. It is important to find adequate terms that reflect the essence of new professions and roles in modern society. Currently, the term "mentor" can be used, but this word covers a broader concept, while "tutor" denotes a specific profession. This can be compared to sports: there are amateur sports and professional sports. A tutor is a specialist who provides individualized instruction and support, helping students achieve their educational goals. A tutor is a mentor who assists students in their educational process. They provide an individualized approach, support, and guidance to students, promoting their development and achievement of educational goals. A tutor not only imparts knowledge but also develops independent learning skills, which is an important aspect of modern education.
A tutor is a professional mentor specializing in self-education. Unlike vocational education specialists, who teach specific technologies and skills, a tutor focuses on developing the ability to learn independently. They help people develop and implement individual educational programs tailored to their interests and goals. Tutoring fosters a deeper understanding of the educational process and develops the skills necessary for effective self-education.
The professional standard specifies that a tutor is a teacher who assists in the implementation of an individual educational program. However, this standard applies to educational professions, not teaching. This is because the role of a tutor extends beyond the educational process to support students' personal development. A tutor serves as a mentor and consultant, creating the conditions for each student to realize their full potential. This approach requires specific pedagogical skills focused on education and socialization, which justifies its classification within the educational professions.
In our country, professional standards for a specific profession have not been approved, so it was necessary to determine the group to which our activities fall. We rejected the "teaching" group, as this would have viewed tutors solely as assistants to teachers. Instead, we chose the "educational" group of standards, as the rationale for its goals emphasizes that education is linked to the transmission of values and personal development. This concept of personal development proved particularly relevant and close to our hearts.
The Association is engaged in a variety of activities aimed at developing and supporting its field. Its tasks include organizing seminars and conferences, as well as conducting research and developing recommendations for professionals. The Association actively collaborates with other organizations and institutions, facilitating the exchange of experience and best practices. It also provides its members with access to educational resources and materials, helping to improve the qualifications of specialists. Furthermore, the Association promotes the interests of its members at the legislative level and in public circles.
We have experienced various stages of development at the Tutor Association. One of the key periods was the ideological one, when we actively shared knowledge about the differences between an individual approach and individualization, and explained the differences between a tutor, a teacher, and a coach. We published numerous articles to convey to the public the importance of these concepts and their role in the educational process.
In the subsequent period, we actively focused on developing tutoring technologies. We created 12 regional branches, which are able to provide advanced training for teachers, developing their tutoring competencies. Furthermore, there are eight master's programs in the country where you can obtain an education in tutoring. This allows teachers and educators to improve their qualifications and master new approaches to teaching.
We certify tutors trained both in our regional branches and at other educational institutions. We make this process free of charge as a matter of principle to maintain our independent expert position. Our website features a list of certified tutors, which is of great importance. It's important to understand that anyone can call themselves a tutor, but not everyone is familiar with professional standards and the tutor code of ethics. Our certification confirms the qualifications and compliance of these specialists with established requirements and norms.
You noted that the association actively researches tutoring methods and technologies. Tutoring did indeed originate in England, and therefore, many tutoring methods have Western roots. However, it's important to note that over time, tutoring approaches have adapted and developed in various countries, including Russia. This has led to the emergence of unique methods that take into account the specifics of the local educational environment. Thus, tutoring has become a multifaceted practice, enriched by both Western and local traditions.
When I first decided to present a paper on tutoring at an international conference, my friends from the Ministry of Education expressed doubt: "Are you really going to go and make people laugh? Tutoring has been around there since the 12th century." I replied: "No problem, I'll share how tutoring is developing in our country."
At one of our annual tutoring conferences a few years later, participants from England attended. I asked them what specifically interested them in our conferences, since it was already a long-established practice there. They replied: "Tatiana, our tradition began in the 12th century, and now it's simply being reproduced without any development." We are very interested to see how dynamic and lively all this is happening here."
Recently, I received an invitation from Singapore to give a plenary talk about tutoring practice in Russia. This event highlights the interest in the educational methods and approaches used in our country and opens up opportunities for exchanging experiences at the international level. Tutoring practice in Russia is becoming increasingly relevant, and discussing its aspects can contribute to a better understanding of educational trends and innovations.
We, Russian tutors, initially had limited knowledge in our field. According to experts in the West, to successfully work in the intellectual humanities, it is necessary to be proficient in at least three languages: English, German, and French. However, unfortunately, we did not have the opportunity to read foreign languages and often relied on our own ideas. As a result, some of our solutions were simply a repetition of already known approaches, but we also developed something completely new.
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We have developed a unique method, which I have already presented four times in the West. This is personal resource mapping – one of the most effective formats for the modern tutor. In our book, we analyze in detail the specifics of applying personal resource mapping in various age groups: from preschool age to adult education. We are confident that this approach significantly improves the quality of tutoring and helps to unlock the potential of each student.
Tutor Ethics: Whose Side Are They On?
A tutor's code of ethics is necessary to ensure high standards of professional practice in the educational process. It serves as the basis for building trusting relationships between tutors and students, and also creates clear rules of interaction and responsibility. The code helps prevent conflicts of interest, protects students' rights, and promotes a safe and supportive educational environment. The implementation of ethical standards allows tutors to approach their role consciously, ensuring the quality of instruction and respect for the individuality of each student. Thus, a code of ethics becomes an important tool for enhancing the effectiveness of the educational process and supporting the professional growth of tutors.
At a certain point, we realized that the profession is not limited to technological aspects and professional standards alone. A modern professional can be highly technologically advanced but still lack the necessary values. We encountered several cases that demonstrated the need for ethically enshrined key work principles. For example, a tutor began a course with a student but did not complete it, thereby failing to return the parents' money. Another case concerned technical support: the tutor hired assistants to work online without discussing the matter with the parents, which led to negative consequences, as the parent did not want to share information about their child with strangers. These examples prompted us to create a code of ethics to help prevent similar situations in the future and ensure higher standards of interaction between tutors and parents.
The code is adopted once and for all, but it can be constantly updated and supplemented. This ensures its relevance and compliance with modern requirements and changes in society.
The Code of Ethics is analogous to the Hippocratic Oath in medicine, but takes into account constantly changing conditions. Since it is impossible to take into account all aspects at once, we can regularly update and supplement it every year. This will ensure that the code remains relevant and takes into account new challenges and issues arising in our society.
Tutoring ethics cover a number of important aspects that help create a trusting and productive relationship between the tutor and the student. For example, the tutor must respect the individuality of each student, taking into account their characteristics, learning style, and needs. This means creating a comfortable atmosphere in which the student feels free and safe.
Furthermore, the tutor is obliged to maintain the confidentiality of information related to the student. This includes respecting the student's privacy and protecting their data from unauthorized access. Honesty is also an important aspect: the tutor must provide an objective assessment of the student's progress, avoiding exaggeration or underestimation.
It is important for the tutor to adhere to professional standards and continually develop their skills. This includes participating in training, learning new methods and approaches, which allows them to effectively support students in their learning process.
Tutoring ethics also implies mutual respect and openness. The tutor should be willing to listen to the student's opinions and ideas, and encourage them to think independently and make decisions. This approach promotes the development of critical thinking and self-confidence.
In conclusion, tutoring ethics is the foundation for successful interactions between tutor and student, contributing to the achievement of educational goals and the personal development of the student.
Before starting work, the tutor must agree on expectations with both parents and the child. It is important to take into account the opinions and wishes of the child. If the tutor's ideas differ from the parents' expectations, they negotiate a compromise. If agreement is not reached, the tutor decides not to begin the work. This approach creates an effective and trusting relationship, which is key to successful learning.
The tutor must sincerely support the interests of their tutor, even if they are a young child. It is important that parents also support their child's interests and aspirations, otherwise the tutor's work is meaningless. The tutor may come and go, but the child remains with the parents, and they play a key role in their development and education. Parental support and interaction with the tutor create a harmonious educational environment conducive to the child's successful development.
If the tutor is an employee of a school or university, their interests may coincide with those of the educational institution, but caring for the student remains the primary priority. A tutor should strive to create a comfortable educational environment that fosters the development of the student's individual abilities and interests. It is important that the tutor considers the student's needs and goals, helping them achieve academic success and develop essential skills. This interaction should be aimed at developing students' independence and responsibility for their learning, which ultimately leads to successful adaptation to the educational system and preparation for future professional activity.
If a tutor works within an educational institution, such as a kindergarten, school, or university, it is important to obtain consent from the parents representing the child's interests. It is also necessary to consider the opinions of the child, the educational institution's administration, and, if necessary, the homeroom teacher. This agreement ensures effective cooperation between all parties and contributes to a successful educational process.
A tutor working in an educational institution must take into account the parents' wishes regarding the provision of this service for their child. It is important to understand that tutoring support is aimed at the development and strengthening of the student's position. However, if conflicts already exist in the family, this can exacerbate the situation. Therefore, before starting work, the tutor should consult with parents to understand their expectations and moods. This approach will help create a harmonious learning atmosphere and minimize potential misunderstandings.
The tutor performs several key tasks to strengthen the child's position in the educational process. They analyze the student's individual needs and characteristics, develop personalized curriculum plans, and assist in mastering the material. The tutor also creates a supportive atmosphere that promotes critical thinking and independence. They motivate the child, maintain their interest in learning, and actively engage them in the process, which facilitates better knowledge acquisition. Furthermore, the tutor provides feedback and recommendations, enabling the child to effectively overcome difficulties and achieve their goals.
The tutor plays a key role in creating an educational environment in which the child can understand their interests and smoothly adapt to adult life. Children are often unaware of existing sciences and educational institutions. For example, a child may be fascinated by bugs or rocks without knowledge of subjects like entomology or geology. The tutor's job is to identify, support, and develop these interests. The methods for achieving this goal vary and depend on the specific situation, so tutoring requires an individualized approach and the use of a variety of methods. Effective interaction with a child promotes their development and helps them find their way in the world of knowledge.
