MODELS AND PRACTICES OF TUTOR’S SUPPORT IN UKRAINIAN SCHOOL

The article presents a theoretical analysis of the concept of tutoring in primary and secondary school. The author has summarized the models and practices of tutoring, developed by Ukrainian institutions of secondary education in the course of research and experimental activities. Using the method of content analysis of educational programs and educational concepts of private schools in Ukraine, their systematization and generalization is carried out. It is determined that all these models and technologies are aimed at tutor's support of educational, research, extracurricular activities of the student or their early career guidance. The article suggests author's classification of tutoring practices in schools by functionality and completeness, distinguishing: integrated tutoring techniques; incomplete tutoring techniques; unorganized non-system tutoring practices (the vast majority of private schools in Ukraine, especially smaller ones). We found that the common characteristics of all tutoring practices, regardless of belonging to the definitive group of our classification, are the following: firstly, their being based on the principles of positive psychology, for example, emphasizing the work of tutors with strengths and talents of the child; secondly, individualization of the mentees' educational trajectory, carried out on the basis of diagnosing their interests, inclinations and requests.