Methodological Foundations for Training Tutors in Continuing Adult Education

- Піддячий, Володимир Миколайович (orcid.org/0000-0002-8596-6749) (2026) Methodological Foundations for Training Tutors in Continuing Adult Education Витоки педагогічної майстерності (37). pp. 178-184. ISSN 2075-146X

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Abstract

The article substantiates the methodological foundations of tutor training in lifelong adult education as an important component of the modernization of contemporary educational systems. The relevance of the study is determined by the increasing demand for individualized educational support for adult learners in the context of rapid socio-economic changes, the transformation of the labor market, and the digitalization of the educational environment. These processes necessitate the development of new approaches to organizing adult learning, focused on personalization, flexibility, and continuous professional development.The current state of research on tutor training in domestic and international scholarship is analyzed. Particular attention is paid to the conceptual clarification of the notions “tutor” and “tutoring activity” within the framework of adult education. Tutor activity is interpreted as a specific type of pedagogical support aimed at designing and implementing individual educational trajectories, facilitating learners’ autonomy, and ensuring their professional and personal development.The study identifies the key methodological approaches that form the basis of tutor training, namely the andragogical, competence-based, and activity-based approaches. Their integration ensures a comprehensive understanding of the content, forms, and methods of tutor preparation. The andragogical approach emphasizes the learner’s autonomy and experience; the competence-based approach focuses on the formation of integrated professional competencies; the activity-based approach highlights the importance of practical engagement in professional tasks.The necessity of integrating the principles of subject-to-subject interaction, balancing the autonomy of adult learners with pedagogical mediation, and incorporating digital tools into professional activity is substantiated. It is argued that effective tutor training should ensure readiness for flexible interaction in diverse educational contexts.The article concludes that tutortraining in lifelong adult education should be aimed at developing professional competence, reflective thinking, and the ability to provide responsible and individualized educational support throughout the learning process.

Item Type:	Article
Keywords:	tutor, tutoring activity, lifelong adult education, methodological approaches, individual educational trajectory, educational support, professional training
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 374 Education and training out of school. Further education
Divisions:	Institute of Pedagogical Education and Education for the Adults > Andragogy Department
Depositing User:	В. М. Піддячий
Date Deposited:	11 Jun 2026 15:34
Last Modified:	11 Jun 2026 15:34
URI:	https://lib.iitta.gov.ua/id/eprint/749432

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