THE SPECIFICS OF THE PROFESSIONAL ACTIVITY OF A TEACHER OF A PRESCHOOL EDUCATIONAL INSTITUTION WITH THE FUNCTIONS OF A TUTOR

Behoeva A. A., Gadaborsheva Z. I.

Continuing education is a process of advancing towards self–development, a willingness to develop and mobilize internal resources in the process of personal improvement and self-realization in the range of general cultural, social and professional qualities. In the context of this concept, tutoring becomes a necessary social demand among the pedagogical community. In the article, the author points out the existing differences in the professional activity of a teacher of a preschool educational institution with the functions of a tutor and a teacher-educator, which are largely determined by the subjective position of participants in the educational process, and the specifics of the organizational and methodological support of the process of support and expansion of the tutor's sphere of activity. The process of developing computer competence is multi–stage, and motivational, cognitive and functional-behavioral criteria are used to determine educational competence. For the successful development of tutor competence, it is necessary to organize the purposeful and systematic inclusion of educators in this process through methodological support of activities and the development of motivational, cognitive and operational components, and in this process a key role is played by a coordinator (mentor) who provides advice, support and support to tutor educators.

Keywords:educational environment; development; learning process; upbringing; teacher; preschool educational organization, tutor