Keyword: «tutor»

The article discusses the historical aspect of tutor support origin abroad and in Russia. The work traces back the development of tutorship as a pedagogical phenomenon, describes the prerequisites for its origin and the degree of its relevance at present, examines the specificity of the tutor's activity content in different periods.

the article examines the phenomenon of «tutoring» and the reasons for the need for its occurrence in preschool education as well as the phenomena of «individual educational program», «educational space» and «social space» in connection with the emergence of tutor functions in the professional and pedagogical activities of an employee of preschool educational organization and stipulated by the requirements of the new Federal State Educational Standard of Preschool Education. The content of the main phenomena is considered: a tutor and his functions in modern preschool education; a teacher of a preschool educational organization and differences in the functions of a teacher and a tutor; and finally an individual educational program and methods of its implementation from the positions of a) a teacher and b) a tutor.

The article considers the issue of designing cognitive lesson maps based on Mobile E-Education in a digital environment and their application in geography lessons at a hospital school with the aim of structuring educational material, creating a holistic image of geographical knowledge as well as visual demonstration of concepts about geographical objects.

In the distance learning system (DLS), as in any other pedagogical system consisting of components such as the purpose, content, means, forms and methods of teaching, students and instructors [1], the teacher acts as a key component that guarantees the effectiveness of the learning process. The relevance of the work is explained by the incredible surge in the use of distance learning, both in international and in Russian educational practice due to the ongoing coronavirus pandemic on the one hand and the lack of readiness of university teachers to use distance learning on the other. Thus, the training /advanced training of university teachers who are capable and ready (professionally, technically, psychologically) to implement activities in the DLS becomes one of the priorities of modern education. The purpose of this article is to develop a model of personal and professional competency of a distance learning teacher as a strategic perspective for his/her training and to analyze the components of his/her activities. The leading approaches in this work are polysubject (based on a rich and complex human being nature), professional (preparation for a profession through its detailed examination), culturological and innovative (the ability to react quickly to changes dictated by newly formed circumstances and external conditions). The main results of the work are to substantiate the specific features of the professional activity of a distance learning teacher; to develop a model of the integral personal and professional competency of a distance learning teacher; to analyze the components of his/her activity. The theoretical significance of the article lies in the expansion of knowledge concerning the qualification characteristics of distance learning teachers. The practical significance of the work consists in the application of the results obtained in the preparation / advanced training of university teachers to work in distance learning. The acquired knowledge can be applied in the training of teachers not only in higher, but also in secondary educational institutions of various profiles.

The article is focused on the studying of the historical significance of learning foreign languages in the Russian Empire before the Revolution. The reasons for studying French, German and English are also discussed. the practical significance of linguistics in that period is analyzed and some aspects of learning languages are compared in the historical aspect.