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| Natura: | Recurso digital |
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Zenodo
2026
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| Accesso online: | https://doi.org/10.5281/zenodo.18188672 |
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Sommario:
- <p><em><span lang="EN-US">This article examines the conceptual foundations of tutoring activities within the modern higher education system, focusing particularly on the process of developing the professional competencies of tutor-instructors and the integrative relationship of pedagogical collaboration principles from a theoretical and scientific perspective. The study explores the reflective, diagnostic, and motivational components of tutoring competencies based on the spiral career model proposed by D. Raven and P. Layne, analyzing their step-by-step developmental dynamics. Furthermore, pedagogical collaboration principles—such as trust, dialogue, learner-centeredness, and mutual responsibility—are interpreted as determinant factors in the formation of intersubjective relationships between students and instructors. The deep integration of tutoring technologies into the educational process is substantiated as a means of enhancing learners’ autonomy, decision-making skills based on reflective analysis, and the capacity to apply metacognitive strategies. The article presents a theoretical model of tutoring competencies, methodological criteria for collaboration principles, and mechanisms of their alignment within the context of contemporary education, based on the outcomes of the conducted research.</span></em></p>