The article presents the results of research aimed at analysis and generalization of expedient forms and methods of professional training for future teachers to tutoring. The purpose of the article is to determine the appropriate forms and methods of professional training of future teachers for tutoring.
The basis of the research appropriate forms and methods of professional training in higher education institutions were publications of domestic and foreign scientists in two areas: 1) works, which devoted to the problems of selection of appropriate forms and methods of professional training of future teachers; 2) works on the forms and methods of tutoring used in practice.
Methods of analysis, synthesis and generalization were used to establish appropriate forms and methods of professional training for future teachers to tutoring.
The results. The following forms of education are considered as: tutorial, which is used as a final lesson to deepen students' knowledge of one of the sections from the course; consultations as a discussion of important issues for personal development and education of the student; educational event that involves learning in action and involvement in initiative forms of knowledge acquisition; pedagogical practice based on the principles of consistency, interdisciplinary and integrative in organizations that practice tutoring.
The following specific methods of professional training for future teachers to tutoring are identified: a case method, which based on the discussion from practical situations of tutoring; debates in which students learn to argue their point of view and refute the opposite; a method of conversation that allows you to work with questions of tutors or questions of the tutor to the ward during tutoring; portfolio method, which is an effective tool for self-evaluation; interactive methods that promote the development of the communicative component for tutoring competence in future teachers.
Conclusions. As a result of research on the basis of studying literary sources it is established that in the course of professional preparation for future teachers to tutoring activity both traditional and specific forms of training are applied. Tutorials, consultations, and educational events are singled out in the study as specific forms of professional training of future teachers for tutoring. It is determined that the appropriate methods of professional training for future teachers to tutoring are active methods, portfolio method, conversation method, problem method, interactive methods. Among the interactive methods, special attention is paid to such as lecture with the inclusion of conversation, problem lecture, interactive seminar, consultation, "round table", group and intergroup discussion, "brainstorming", business and educational games.
Self-Evaluation of Future Teachers’ Didactic Competencies
