Search

La figura del tutor ha sido importante en la formación virtual, su rol se vuelve aún más crucial en tiempos de crisis o pandemias. El artículo tiene como propósito propiciar claves para una formación efectiva de tutores virtuales desde el Centro de Investigaciones Educativas de la Universidad Nacional Experimental Rafael María Baralt. Se trabajó con enfoque cualitativo, paradigma crítico reflexivo, se aplicó el modelo de Elliot. Para la recogida de información se emplearon la técnica de la observación participante y el diario del investigador. El instrumento una entrevista no estructurada. Para el procesamiento de la información se utilizó la triangulación de fuentes. Los resultados aseguran la andragogía y recursos adecuados generan un aprendizaje personalizado e ideal para los docentes. Las claves para la formación docente por parte del CIE UNERMB tuvo un impacto positivo en varios aspectos: fortaleció la autonomía y el empoderamiento de los docentes, desarrolló la capacidad de enfrentar retos y tomar decisiones, generó confianza y consolidó la práctica del tutor virtual.

This study presents an innovative approach using the Ethereum blockchain to democratize access to tutoring services, advancing educational technology by bridging the affordability gap for learners with limited financial resources. This solution enables low-income learners to access tutoring services without significant expenses by eliminating intermediaries through smart contracts. Learners can directly book tutoring services based on fees and evaluations, ensuring a fair and accessible experience. The findings show that this approach reduces tutoring expenses and improves trust and accountability through transparent transactions and feedback mechanisms. The proposed system demonstrates how blockchain technology can foster a more equitable and efficient educational landscape, offering personalized support to all learners regardless of their economic background. [ABSTRACT FROM AUTHOR]

It is recognised personal tutors play a role in supporting university students to complete their studies. However, approaches to tutoring differ widely across higher education, resulting in a paucity of reliable impact evidence. The college higher education provider in this research has weekly group tutorials for undergraduates. This mixed method research explored the impact of group tutorials on students' experience and persistence with their studies. Phase one of the research consisted of thirteen longitudinal focus groups during the campus closures of 2020 with ten students discussing their learning experience. During the second phase 64 students, 10% of the student population, completed an online survey to discover if the focus group participants' experiences were held more widely. Survey respondents were asked about their personal tutoring and to rate their withdrawal contemplation in the previous six months. Statistical analysis revealed students who had a weekly tutorial were significantly less likely to contemplate withdrawal. This article reports on these findings and draws on the focus group data to offer potential explanations related to students' tutoring expectations, experience and relationships. The findings provide impetus for higher education providers to invest in weekly group tutorials embedded in undergraduate students' timetables to improve experience and persistence. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Problem Based Learning is one of the learning models where in the process provides training and development of authentic problems from students' actual lives in order to stimulate highlevel abilities. The purpose of this study is to determine the role of lecturers as tutors in the implementation of problem-based learning. The research method carried out in this study is descriptive with a cross-sectional research design. The data collection tool used in this study was obtained from the results of questionnaires. The data that has been obtained is then processed and converted into a tabular form, which will then be processed using statistical programs or SPSS 16 applications. The results show that the role of lecturers as tutors in the implementation of problem-based learning at the Faculty of Medicine is in the good category, which means that their role is very important in the implementation of PBL. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractA long-term perspective on how technology will mature is needed whereby robotics and artificial intelligence (AI) have accomplished a consequential and remarkable impact by finding their way into mainstream higher education. Robots have already become an indispensable factor in society and possess high potency as a part of educational technology. Social robot education is limited to complementing the digital aptitude of students in the world of information, and the role of social robots is crucial in polishing students ‘cognitive and social abilities. This study reviews the effectiveness of social robots in education, where we highlight the application of educational robots, surrounded by a blend of social robots and enactive didactics, which could lead to promising ideas for tutoring activities in education. It is empirically proven that social robots can assist with literature, science, or technology education. We synthesize the role of social robots in education and weigh their pros and cons by examining the impact of their appearance on robots’ performance as tutors, tools, or peers in learning exercises. The current study is the first bibliometric analysis that reflects robots’ impact in the education field as tutors and learning companions. A total of 288 articles were reviewed, and the data were extracted to construct an overview through bibliometrics. The outcome of this study paves the way for educational institutes to make informed and fruitful decisions on the applicability of robots, which can help them comprehend the learning styles of students and create knowledgeable and well-adjusted learners.

There is an increasing demand for university level qualifications to service the evolving social work workforce in Australia. With many students entering university from non-traditional pathways, it is important to provide support as students transition to higher education. Here, a discipline-specific model is established to support first-year students in the Bachelor of Social Work at a regional Australian university. The 235 students who met with the tutor had on average 7.5% higher assessment marks and 11.5% higher cumulative marks than students who did not meet with the tutor. In addition, students who met with a tutor were more likely to receive a passing grade and to be retained the following year. Feedback from students, the tutor and a unit coordinator describe the positive impact tutoring had on the student experience. Here, we present a scalable model of support that increased students’ confidence, self-efficacy and feedback literacy, and overall improved student success and retention. [ABSTRACT FROM AUTHOR]

Relevance of the research. Identification of the individual with the chosen profession indicates a significant level of professional growth and readiness to systematically develop, improve professional skills, deepen knowledge, that is, to recognize oneself as part of an important professional process. The description of this phenomenon in the scientific literature is understood as the acquisition of professional identity. A professional identity for future teachers is a guideline that needs to be perceived while studying in a higher educational institution since it shows the teacher’s readiness to work with children and reveals the possible quality result of this work. It is quite difficult to acquire a professional identity through independent self-development; consequently, the support and assistance of a teacher or a mentor is of particular importance in this case. The purpose of the research is to reveal the role of mentoring in the formation of future teachers’ professional identity. The research methods are as follows: theoretical (analysis, synthesis, generalization), empirical (sociological survey, description), generalization. The academic paper is focused on revealing the specifics of the formation of future teachers’ professional identity and analyzing the role of a mentor as a coach, advisor, and professional friend for future teachers. The research analyzes approaches to the interpretation of the concept of a mentor and mentoring as a process, as well as related concepts such as a coach, a tutor, and a facilitator. The understanding of the phenomenon of mentoring in Western European scientific thinking has been characterized. The primary focus of the academic paper is on the reformation of Ukrainian education, the New Ukrainian School Concept, and the importance of mentoring at the current stage of educational transformation.The research results emphasize that the functions of a mentor for future teachers are indispensable and important. According to the survey, the majority of respondents indicate that they are willing to seek help from their mentors and can become such mentors for junior students. Conclusions. The academic paper proves that professional identification is an important personal formation that characterizes a high level of professionalism of a specialist, in particular, a teacher. The function and role of mentoring is a way for future teachers to achieve professional identity. The survey conducted among master’s students confirms the importance of mentoring for future teachers in general and for acquiring professional identity. A mentor has to concentrate on working with students from the beginning of their studies and progressively take on a more involved role by the end of their final year in order to be effective in carrying out these duties. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Seminare Learned Investigations / Seminare. Poszukiwania naukowe is the property of Francis de Sales Scientific Society / Towarzystwo Naukowe Franciszka Salezego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic made the most of universities' teaching staff involved in emergency distance learning. Yet, about 80% of the staff was unfamiliar with the distance technologies, especially with the process of distance learning. The previous experience of preparing teachers to distance learning has revealed the presence of significant psychological barriers to synchronous and asynchronous communication. At the same time, the system of refresher training almost does not help due to the excessive workload of teachers. The paper offers an option for training tutors, in which the university teachers are provided with access to general-purpose distance courses created by experts. Teachers register in the distance course "Practicum of the Tutor " where they master the theories and technologies of distance learning and gain practical skills during conducting classes with their students, who are registered in the above mentioned courses. Such training resembles the on-the-job training, which is very popular in Western countries. The " Practicum of the Tutor" course was delivered to 74 teachers. 11 teachers have successfully completed the course, among them 7 teachers have involved 132 students in expert-made distance courses. The research demonstrated the effectiveness of training tutors on the basis of high-quality expert-made distance courses with the participation of their developers and the simultaneous conduction of the learning process with students. The experience of on-the-job training is used to support teachers in the course "Practice of blended learning" during the semester. The results of the student survey were discussed at a Round table at the Institute. The attention of teachers who develop and work with distance courses was focused on the problems indicated in the questionnaire, and the ways to further improve the educational web resources of the Institute were developed.

Early marriage or child marriage in Indonesia is still quite a lot. In West Bandung Regency itself, this incident continues to increase. This community service aims to increase adolescent knowledge about reproductive health to reduce the number of early marriages. Twenty MTs students participated in this community service program. This program provided education, training in presentation techniques and practice with tutors, teaching materials, and creating WhatsApp online groups. Knowledge improvement was carried out using pre- and post-program questionnaires, then statistically analyzed. The pre-test and post-test results showed that the average pre-test scores of students in grades 7, 8, and 9 were 14.2, 13.2, and 11.1, while the post-test scores were 15.8, 14.5, and 14.8. This result indicates a change in the value of the pre-test and post-test by 11.5%, 10.9%, and 24. 2%. In the post-test results, it was found that there was a decrease in the number of students who entered the less category compared to the pre-test. The pre-test and post-test scores in grades 7 and 8 showed no significant difference. In contrast, in grade 9, there was a significant difference with a p-value of 0.002 (p<0.05). The test results show no significant difference in the knowledge scores between the three classes. Service partners, in this case, MTs students, are expected to be able to become peer educators who can provide education about reproductive health for their peers so that later it is hoped that the number of early marriages in West Bandung Regency can decrease. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional y Comparada de Relaciones Laborales y Derecho del Empleo is the property of ADAPT University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumen: La evaluación del residente es un acto moral, ya que su fin último es garantizar a la ciudadanía un profesional competente, seguro y confiable, es un proceso cuyo principio rector es la ética profesional. El tutor juega un papel clave en el proceso de evaluación del residente, especial importancia tiene cuando esta evaluación es negativa, ya que puede estar en peligro la seguridad de los pacientes. En este artículo repasamos la normativa que regula la evaluación de los especialistas internos residentes en España, la importancia de la participación de las distintas figuras docentes y de las instituciones. Comentamos el proceso de evaluación, su importancia y los métodos que pueden utilizarse, especialmente las entrevistas tutor-residente. Insistimos en la importancia del registro escrito de todas estas actividades y remarcamos las dificultades ante las que nos podemos encontrar en el proceso de evaluación de nuestros residentes. Abstract: The evaluation of the resident is a moral act, since its ultimate goal is to guarantee citizens a competent, safe and reliable professional, it is a process whose guiding principle is professional ethics. The tutor plays a key role in the resident evaluation process; it is especially important when this evaluation is negative, since the safety of the patients may be in danger. In this article we review the standard that regulates the evaluation of internal resident specialists in Spain, the importance of the participation of different teaching figures and institutions. We discuss the evaluation process, its importance and the methods that can be used, especially the tutor-resident interviews. We insist on the importance of the written record of all these activities, and we highlight the difficulties that we may encounter in the evaluation process of our residents.

La tutoría se convierte en un asunto neurálgico en las condiciones actuales en todos los sistemas de enseñanza y, en particular, en la Educación Superior Cubana. Se torna indispensable que exista un tutor, el cual permite una formación más integral y personalizada al estudiantado. Contar con un profesional preparado en este ejercicio se coloca como uno de los atributos que caracteriza este sector. El objetivo de este trabajo consistió en fundamentar el papel que juega el tutor en los programas de formación de pre y postgrado en el Sistema de Educación Superior, así como los desafíos que supone esta actividad en las condiciones actuales. Para ello se utilizaron métodos teóricos y empíricos, los cuales tributaron a fundamentar el rol que juega este tutor, tanto para el alcance del componente académico, laboral e investigativo, como para la vida misma de las instituciones educativas. Como resultado esencial se aporta la técnica Con todos y para el bien de todos, mediante la cual, a partir de la implementación de sus tres fases, se ofrece acompañamiento de manera sistemática al tutorado, ofreciendo a este el desarrollo de habilidades en el quehacer investigativo y contribuir a su proceso de formación de manera integral.

Background and Aim: Medical students are required to complete a number of clinical rotations in hospital departments, affiliated with the Azrieli Faculty of Medicine, under the supervision of a department tutor. Our experience shows that departments receiving good scores typically also receive good feedback for their tutor. Accordingly, our aim was to assess the tutor contribution to students’ overall satisfaction from clinical rotations in hospital departments across northern Israel. Methods: Here, we recorded the students’ reported satisfaction with tutors as well as the satisfaction with clinical rotations in different departments of Galilee Medical Center (GMC) in Naharia, and Baruch Padeh Medical Center in Poria. The students’ reported satisfaction was assessed numerically and verbally using questionnaires over a period of three years. Results: We find that the students reported satisfaction with a clinical rotation is positively and significantly correlated with the student satisfaction with the tutor, and less with other factors such as hospital organization and department facilities, geographical distance from home, working hours, etc. Conclusion: Our findings suggest that medical schools can increase students’ satisfaction through investment in good tutors.

The paper focuses on the topic of e-tutoring within the context of Higher Education. The research target is a framework for e-tutor role and skills in a higher education environment. The research began with a systematic review of the scientific literature with the aim of having a vision on the scientific landscape about the approach of universities to online tutoring and on the role and skills of tutors. Subsequently, to investigate more in depth, the research had a second phase with the use of a questionnaire divided into five sections, administered to two different figures of and tutors (disciplinary tutors and online tutors) of eCampus, in one of the online Italian universities. The discussion on the results investigates how important e-tutoring is for students’ online learning, especially as regards the pedagogical, organization and pastoral dimensions.

Teacher performance will affect students' endurance, motivation, and spirit during learning. Someone's competence to become a teacher/Tutor is no longer enough by only mastering teaching materials, especially for tutors whose role is more as a facilitator. The purpose of this research is to find out the expectations of college students toward tutors in distance education. This research is qualitative by using a survey method. The aspect measured used an instrument of the Likert scale and then analyzed by using descriptive statistics. Key findings highlight that students recognize the importance of tutors' skills and appreciate the benefits of guided tutorials. There is a notable expectation among students for tutors and the Universitas Terbuka (UT) units to collaborate effectively to enhance tutorial services, which are integral to the learning structure in distance education. The results indicate a positive correlation between the tutors' abilities and the provision of efficient and effective learning support. Students' understanding of tutors' skills, their perception of the benefits of guided tutorials, and their internal consistency in evaluating tutor performance during tutorials are collectively rated as 'good'. This reflects the tutors' successful efforts in assisting students to become independent learners who are self-motivated and actively engaged in the learning process. The study underscores the need for focused tutor training programs aimed at developing competencies that align with students' expectations and the demands of distance education.

The Adult Tutoring Program within the Literacy Center of West Michigan has been running monthly professional developments (PDs) (known as tutor in-services) for volunteer tutors since early 2021. All in-services fit into at least one of the categories of strategies, life skills, civics, next steps, or digital literacy. The team has been able to take full advantage of flexible delivery methods, including in-person, online, and hybrid meetings, with varying days and times each month. As a result, the in-services yield 10-15 participants on average. Frequent and flexible PDs also enable the team to evaluate the gaps in current services, as well as identify and invite community partners to collaborate. In comparison to an exclusively inperson and staff-run model prior to the pandemic, the current model allows the program to adapt to the changes of learner demographics, strengthen the bond between the tutor and the learner, and better serve their learning goals. As the program supports tutors to work with adult learners in a one-on-one setting, it is crucial that tutors feel supported and that their knowledge is updated to support learners' goals. [ABSTRACT FROM AUTHOR]

Although childcare professionals play a crucial role in creating stimulating environments for multilingual infants and toddlers and in establishing partnerships with multilingual parents, they often feel uncertain and inexperienced about it. This is especially true in multilingual contexts where three or more home languages in a single family are not uncommon, as is the case in Flanders (Belgium). To foster reflection among childcare professionals on early multilingualism, expand their knowledge base and support their practices towards multilingual children and families, a co-constructive process was set up with 29 tutors. These tutors joined forces to develop and test a toolkit to support continuous professional development trajectories of childcare professionals working with multilingual infants, toddlers and their parents. The present article draws on the experiences of the tutors in each phase of the collaborative design process of the toolkit, documented through meeting reports, field notes and semi-structured interviews. Findings are discussed based on five themes that emerged from the data analysis: breaking the silence about multilingualism, offering an array of possibilities for professional development, expanding the knowledge base of childcare professionals, valorizing the role of the tutor, and highlighting the role of innovative and collaborative projects. [ABSTRACT FROM AUTHOR]

This paper aims at highlighting the contribution of online tutoring to the quality of distance learning (DL) and its effect on the progress and success of learners. The aim is, therefore, to judge the role of the tutor and the effect of his or her intervention on satisfying the real needs of Moroccan teachers in terms of learning during continuous training in DL mode. This study is grounded on a literature review regarding the effectiveness of tutoring and the qualitative analysis of data collected from a series of semi-structured interviews with actors (N=20) involved in the DL of Moroccan teachers. This study was achieved by the analysis of the results of a questionnaire returned by teachers (sample n=180) who were beneficiaries of the DL entitled "Communication in the Classroom," which was provided by the Distance Learning for Students, Teachers and Professionals Association (FADEEP). The results emphasize the importance of factors relating to the effectiveness of tutoring in the quality of the DL and, more particularly, to the relevance of the tutor's answers and his or her availability on the platform--and consequently, in the success of the learner--in addition to the material and technical, pedagogical, organizational, socio-political, and socio-cultural factors and factors linked to the learner of course. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Comparative studies of carpal tunnel release with ultrasound guidance (CTR-US) vs. mini-open CTR (mOCTR) are limited, prompting development of this randomized trial to compare efficacy and safety of these techniques. Patients were randomized (2:1) to CTR-US or mOCTR, treated by experienced hand surgeons (median previous cases: 12 CTR-US; 1000 mOCTR), and followed for 3 months. Among 149 randomized patients, 122 received CTR-US (n = 94) or mOCTR (n = 28). Mean incision length was 6 ± 2 mm in the wrist (CTR-US) vs. 22 ± 7 mm in the palm (mOCTR) (p < 0.001). Median time to return to daily activities (2 vs. 2 days; p = 0.81) and work (3 vs. 4 days; p = 0.61) were similar. Both groups reported statistically significant and clinically important improvements in Boston Carpal Tunnel Questionnaire Symptom Severity and Functional Status Scales, Numeric Pain Scale, and EuroQoL-5 Dimension 5-Level, with no statistical differences between groups. Freedom from wound sensitivity and pain favored CTR-US (61.1% vs. 17.9%; p < 0.001). Adverse event rates were low in each group (2.1% vs. 3.6%; p = 0.55). The efficacy and safety of CTR-US were comparable to mOCTR despite less previous surgical experience with CTR-US. The choice of CTR technique should be determined by shared decision-making between patient and physician. identifier is NCT05405218. [ABSTRACT FROM AUTHOR]

The purpose of the article is determined by the increasing importance and necessity of tutor activity in the context of digital transformation in education system, also in the educational process of students with disabilities. The article provides a retrospective analysis of tutor activity overseas and in national education system. Authors consider different approaches to the definition of the tutors concept and the content of tutor activity at various historical stages, changing of the tutors role in the conditions of institutional and social changes in society, methodological aspects at organization of different types of education. The article highlighted the main problems of professional training of tutors and prospects for the development of tutor activity

Доказана связь актуализации проблемы индивидуализации траекторий обучающихся с введением многоуровневого образования и новыми требованиями рынка труда. Обоснована практическая значимость тьютора в научной работе, а также обозначена лакуна в исследовании подобного вида тьюторства в отечественной и зарубежной практиках. В качестве сущностных черт тьютора выделены профессионализм, а также дано понимание тьютора как медиума между обучающимся и обществом, целью тьютора устанавливается не простое удовлетворение индивидуальных потребностей отдельного обучающегося, но приведение их в соответствие с определенными идеями и идеалами человека образованного. В результате такого определения тьютора в практической части исследования представлены несколько инструментов, отбор которых производился на основании указанных характеристик. Эти инструменты автор апробировал в ходе своей работы в качестве заместителя декана по научной работе факультета. Первым инструментом выступил индивидуальный план научного развития, в котором студенты формулируют свои краткосрочные и долгосрочные планы, а также конкретные способы их достижения. Вторым инструментом стали дорожные карты, которые нужны для того, чтобы представить студентам возможные пути развития их академической и научной карьеры, а также возможную проблематику научно-исследовательской работы. Еще одним инструментом стала поддержка работы научного студенческого сообщества. В качестве результата обозначена проблема масштабирования указанных инструментов.

Developing coaches as reflective practitioners is a key tenet of coach education frameworks, with coach developers playing a significant role in facilitating reflection. Consequently, the aim of this research was to explore the exercises, mechanisms, and challenges coach developers utilise and face when facilitating reflective practice within formal coach education. In-depth, semi-structured interviews were conducted with six active coach developers within an Irish sport governing body (SGB), with transcripts subject to a reflexive thematic analysis process. Findings indicated that while coach developers' understanding and conceptualisation of reflective practice varied, they each attempted to facilitate reflection through similar pedagogical practices. Specifically, coach developers' roles included adapting sessions to utilise learning opportunities, addressing the needs of coaches struggling with reflective practice mechanisms, and active engagement through prompts and feedback. While the relationship between the coach developer and coach was deemed significant in facilitating reflection, time constraints were highlighted as a major challenge when seeking to enable meaningful reflection. Furthermore, learners' motivations for, and attitudes towards, coach education influenced their engagement in reflective discussions. This research adds to the growing body of literature on coach developers by specifically highlighting the practical demands they face in facilitating reflective practice. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the research is studying the individual psychological characteristics of teachers included in project activities as student teams mentors. The purpose of the work was to identify influence degree of individual psychological characteristics of mentors to the success level in the implementation activities of project student groups. The work presents the results of the empirical study based on the educational intensive SfeduNet, which was implemented and hosted by the Southern Federal University in cooperation with the NTI University 20.35. The object of the empirical study was 84 SfeduNet intensive mentors, aged 26 to 55 years (M=40.70; SD=7.36), 20,20% of respondents are men and 79,80% are women. Methodological tools are represented by psychological questionnaires: "Methodology for diagnosing general communicative tolerance" (V.V. Boyko), "Motivation for success and fear of failure" (A.A. Rean), "Communicative and organizational skills (COI-2 emotional intelligence questionnaire by D.V. Lyusin. The individual psychological characteristics of project mentors were identified, as well as the features which determine the mentor's effectiveness activity for project team support. They were identified as: tolerance, the ability to understand and accept other people's individuality, their specificity, manipulative orientation in communication, invaluable attitude towards people, the ability not to accept herself or himself as a reference person, beyond comparison with themselves and their value preferences. Collected data are of practical importance and are significant and widely used in project activities implementation at the stage of selection, training and mentors' support. [ABSTRACT FROM AUTHOR]

The article is devoted to the consideration of the issue of organizing innovative forms of work with parents who educate children with special educational needs. The articles, books, publications, which reflect the question are considered. The essence of the concepts “inclusive learning”, “inclusion”, “inclusive education”, “tutor”, “pedagogical partnership”, “autism”. It has been proven that pedagogical partnership between teachers and parents is an important factor in the organization of quality education for children with special educational needs. The educational approach to teaching and upbringing of autistic children is highlighted. It was found that many parents of inclusive children need psychological assistance and support. Revealed the reasons that can lead to parental stress. Advice was given to parents who educate children with special educational needs. Early intervention programs developed by the US Department of Education were considered to support parents. Difficulties in organizing distance learning caused by the COVID-2019 pandemic were noted. It is noted that the main strategy of pedagogical partnership is communication. Examples of the activities of parents and children are given, which teachers recommend for practical use. Emphasis is placed on creating a “situation of success” in education. Parents were offered forms of work to consolidate material on writing and mathematics with children. It has been proven that the development of fine motor skills of the child's hands contributes to the easy perception and memorization of new material. The compilation of an individual curriculum for the development of the child and the role of parents are considered, and the criteria by which the structure occurs are noted. Attention is paid to avoiding emotional burnout of parents.

This study focuses on how social media enables students and teachers to collaborate outside of a traditional classroom setting, exchange ideas, organise study groups to discuss course material, and connect over specific interests. eLearning experts rely more on social networking platforms to deliver supplementary course materials, promote successful learning practices, and respond to student concerns. Additionally, students can communicate with course instructors via social media, ask questions, and get answers to their questions quickly and easily. To better comprehend how students from communities with limited English proficiency--particularly those who speak Tamil--use Facebook, Instagram, Linkedin, Swayam and other e-courses platforms to learn English as a second language, adapt to new regular education, and learn technology through social media. This article will look at Tamilnadu students' attitudes, perspectives, and behaviour towards social networking sites. [ABSTRACT FROM AUTHOR]

In this paper, we describe a framework for bilingual decoding instruction, with a call for collaborators. Decoding is the ability to apply knowledge of letter-sound correspondences to pronounce words. We adopt a standard phonological approach for early instruction that could be expanded to include practice with constructive morphemes, like prefixes and suffixes, and reading for meaning. Decades of research have shown that word decoding is a bottleneck in reading comprehension. Unless children develop sight-word reading capabilities, comprehension of texts is severely hampered. The present approach draws on children’s spoken vocabulary knowledge in their native language as a bridge to decoding in a second language. The goal is to develop a tutoring system that draws on current and forthcoming multimedia technologies, and to implement the system in multilingual countries, e.g.: USA, India, Ukraine and across national borders. As a starting point, the authors will use a web platform https://ethicalengineer.ttu.edu designed in 2017 by the USA, Indian, and Ukrainian collaborators, several of them being co-authors of this paper, as a model for the new website for reading instruction. The Ethical Engineer website demonstrates one mechanism through which instructors can reach out to establish connections within and outside their native country around topics and issues of common interest and support educator cooperation and research development. The new model hopes to achieve success comparable to that of the Ethical Engineer. Using computer-based instruction allows for empirical testing of teaching methods, thereby optimizing the educational process. It is important to take advantage of this to ensure the most effective methods are used in early reading instruction for children. [ABSTRACT FROM AUTHOR]

IntroductionThe study examined tutors’ characteristics and chronological age as they influenced their creativity nurturing behaviors.MethodsThe descriptive cross-sectional design was used to survey 340 tutors (male = 220, female = 120) from 16 colleges of education. The data for the study were gathered using adapted versions of teachers’ characteristics and creativity nurturing behaviors scales. The data were analyzed inferentially.ResultsThe study revealed that tutors’ characteristics influenced their creativity nurturing behaviors and teachers with 30 years and above of teaching could influence their creativity nurturing behaviors. Differences were established in tutors’ creativity nurturing behaviors based on their experience but such were not found in tutors’ characteristics.DiscussionIt was concluded that tutors’ characteristics and age are two key drivers of their creative abilities in the 21st century classroom. Therefore, management of teacher training institutions must cultivate an appreciable and appropriate tutor characteristics and dispositions so that they can use them to nurture trainee-teachers.

Remote learning in vocational education of foreign students is demand of educationalservices in a globalized information environment. The article is devoted to the problems of improving the quality of foreign student’s vocational education. The paper provides the choice of additional educational technology training, in particular distance learning, based on the person-focused approach. As an example the authors introduce the educational-and-methodological complex of courses “Methods and devices for environment control.Environmental monitoring” for students and masters in Master degree program «Theenvironment protection». This complex includes information, informative, control section and activities. Finally, it is emphasized that it is necessary to develop new teaching sections and learning resources in English for foreign students of distance learning to create e-books, manuals, information support, to develop new methods and forms of student’s education and teachers-tutors training.

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The authors adhere the opinion that while projecting the new educational programs it is necessary to apply education technologies, which can help students to enlarge the space of educational services. On the basis of the analysis of the contemporary trends in education theauthors formulate the concept “tutor competence” and mark out its structural components.

Введение. Вопросы совершенствования подходов и принципов обучения в целях повышения его продуктивности; развития компетенций, а также адаптивных и коммуникативных способностей обучающихся системы среднего профессионального образования, что позволит повысить конкурентоспособность выпускников на рынке труда; разработки мероприятий по решению проблем занятости молодых специалистов являются актуальными для системы государственного и муниципального управления в области образования и смежных вопросов в сфере занятости. В целях повышения эффективности образовательного процесса обучение должно быть осознанным. Внедрение в образовательный процесс модели тьюторского сопровождения решит задачу научить учиться. Обучаемый становится самостоятельным, с правильной жизненной позицией и навыком самоорганизации. Тьютор выполняет роль консультанта, педагога, психолога, координатора. Цель – обосновать эффективность применения в образовательном процессе системы среднего профессионального образования модели тьюторского сопровождения обучающихся. Материал и методы. В статье использованы данные выборочного федерального статистического наблюдения трудоустройства выпускников, получивших среднее профессиональное и высшее образование. Результаты опроса студентов, выпускных групп учреждения среднего профессионального образования. Использованы теоретические методы исследования; эмпирические методы: анализ и беседа. Результаты и обсуждение. Современный мир – это среда глобальной неустойчивости и динамичных изменений во всех сферах. Поэтому потенциальные работодатели высоко ценят не только профессиональные качества своих работников, но и социально-психологические качества (softskills): коммуникативные, лидерские, командные, предпринимательские навыки. Работодатели отмечают недостаток softskills-компетенций у выпускников образовательных учреждений: слабая мотивация и несоответствие личностных качеств (самоорганизации, мотивации, инициативности, ответственности, стремления обучаться). В числе наиболее значимых характеристик выпускники системы среднего профессионального образования назвали мотивацию; опыт; общее впечатление; профессиональные компетенции; способность обучаться; IT-компетентность. По результатам самоанализа, они также склонны были дать невысокую оценку уровню их развития. И высказывали мнение о необходимости в процессе обучения уделять больше внимания развитию личностных компетенций, умений и навыков, которые позволят им быть конкурентоспособными на рынке труда, таких как коммуникабельность, маркетинг личности, тайм-менеджмент и т. д. В целях решения базовой задачи среднего профессионального образования: интеллектуального, культурного и профессионального развития человека и подготовки квалифицированных рабочих или служащих и специалистов среднего звена по всем основным направлениям общественно полезной деятельности в соответствии с потребностями общества и государства, а также удовлетворения потребностей личности в углублении и расширении образования – рассматривается целесообразность внедрения в образовательный процесс тьюторского сопровождения. Тьютор выполняет роль консультанта, педагога, психолога, координатора. На основе индивидуальных образовательных маршрутов тьютор добивается становления гармоничной, социально ответственной личности, ориентированной на саморазвитие и самореализацию. В модели тьюторского сопровождения обучение строится с учетом индивидуальных особенностей каждого обучающегося, что позволяет максимально раскрыть его потенциал. Основным результатом исследования стала разработка модели тьюторского сопровождения обучающихся системы среднего профессионального образования. Заключение. Модель тьюторского сопровождения следует отнести к одной из самых перспективных. Во-первых, тьютор – это психолог, помогающий обучающемуся понять его внутренние проблемы, мотивы, желания, способности; понять ресурсы и ограничения. Достичь баланса желаний и возможностей. Во-вторых, тьютор как педагог обучает (формирует способность) самостоятельности: ставить цели и задачи; определять возможности и ресурсы; развивает способность к действию и готовность нести ответственность за принятые решения. Третий важнейший компонент: тьютор – это воспитатель, который выстраивает правильное отношение к окружающему миру и себе; способствует сохранению национальной идентичности, формирует бережное отношение к родному языку, культуре и патриотизм. Четвертый вектор работы тьютора – профориентационная работа. Разработка и движение по индивидуальной траектории обучения требует от тьютора компетентности в области профессиональной подготовки его подопечного.