Обґрунтовано авторську систему тьюторського забезпечення розвитку соціально-особистісних компетентностей учнів старших класів в єдності цільового, концептуально-змістового, процесуально-технологічного і результативно-прогностичного блоків. Визначено організаційно-педагогічні умови її реалізації (формування відкритого варіативного тьюторського освітнього середовища; рівневе зростання суб’єкт-суб’єктних відносин «тьютор (учитель) – тьюторант (учень)»; створення і вдосконалення внутрішньошкільної системи професійного розвитку педагогів-тьюторів; фреймворк управління реалізацією системи тьюторського забезпечення розвитку соціально-особистісних компетентностей учнів). Розроблено кластерно-інтегративну модель упровадження системи тьюторського забезпечення розвитку соціально-особистісних компетентностей учнів старших класів, що передбачає активну взаємодію блоків і модулів системи з конструктивним регулюванням на засадах тьюторського кластеру. Алгоритмізовано емпіричний механізм та експериментально перевірено ефективність системи тьюторського забезпечення розвитку соціально-особистісних компетентностей учнів старших класів. Розроблено комплексні методичні рекомендації щодо широкого впровадження системи тьюторського забезпечення розвитку соціально-особистісних компетентностей учнів старших класів у закладах загальної середньої освіти.
The author’s system of tutoring support for the development of senior high school students’ social and personal competencies has been theoretically substantiated, practically developed, and experimentally tested. The structure and content of social and personal competencies have been defined in relation to the age characteristics of senior high school students. The potential of tutoring in developing these competencies has been identified, and a system of tutoring support for this process has been justified.
A cluster-integrative model of the tutoring support system for developing students’ social and personal competencies has been developed. This model is characterized by an organic unity of goal-setting, conceptual-content, procedural-technological, and outcome-predictive components. Directions for transforming the model’s content have been identified, including strategic, technological, managerial, and subject-environmental aspects. The organizational and pedagogical conditions for implementing this system have been substantiated, and its effectiveness has been tested for broader implementation.
A comparative analysis of international and Ukrainian experiences in integrating tutoring into general secondary education institutions has been conducted. Various types of tutoring have been distinguished, including developmental, artistic, private, family, home-based, academic/non-academic, online tutoring, and peer tutoring.
An integrated definition of social and personal competency has been formulated as a structural combination of multiple competencies, including communication skills, the ability to collaborate, critical and creative thinking, and an overall personal characteristic—readiness for self-determination. The study has also revealed the significance of the senior high school students’ sensitive period for developing these competencies.
The tutor’s functions contributing to the development of students’ social and personal competencies have been determined, along with the correlation between these functions and tutoring competencies. Tutor competence has been characterized as a holistic attribute of an educator, comprising interdisciplinary knowledge in education, pedagogy, psychology, and philosophy; specific abilities, skills, and competencies; personal qualities; a professional stance; and the capacity to implement tutoring based on subject-subject interactions.
The effectiveness of implementing the cluster-integrative model of tutoring support for developing students’ social and personal competencies has been experimentally tested. Criteria for assessing social and personal competencies have been established, including motivational-value, cognitive-activity, and personal-reflective criteria. It has been proven that the motivational-value criterion is the most significant, as it allows for diagnosing students’ value-based attitudes toward their own social and personal competency development and their motivation for improvement.
Levels of social and personal competency development have been identified: low (reproductive-adaptive), medium (constructive-active), and optimal (maximally possible). The results of a pedagogical experiment have been described, which examined the development of students’ social and personal competencies through their participation in tutoring programs and the professional development of educators as tutors. The experiment demonstrated a significant difference in competency development levels between the experimental and control groups, based on the established criteria.
An algorithmic mechanism for experimental verification and implementation of the cluster-integrative model of tutoring support has been developed. This mechanism consists of two components: static and dynamic. The concept of methodological support for implementing the tutoring support system has been formulated, along with its functions—goal-oriented and organizational—and its directions, including advisory, professional-facilitative, methodological, informational-communicative, and psychological-motivational aspects.
Methodological recommendations have been developed for the broad implementation of the tutoring support system for developing senior high school students’ social and personal competencies in general secondary education institutions. The conditions for widespread implementation have been identified as relevance, systematicity, targeting, goal orientation, alignment with societal and institutional needs, and manageability.
