The Current State Of Preparing Students For Tutoring Activities In Pedagogical Education Programs

Abstract

This article analyzes the current state of preparing students in pedagogical education programs for tutoring activities within the higher education system of Uzbekistan, identifying existing challenges and exploring prospects for improvement. It is substantiated that the introduction of the credit-modular system necessitates the development of students’ individual learning trajectories, enhancement of independent learning skills, and strengthening of psychological and pedagogical support mechanisms. The research findings indicate that although normative frameworks for tutoring activities exist in higher education institutions, their practical implementation remains insufficient. Most students lack a clear understanding of the content, purpose, and functions of tutoring, while opportunities to develop tutoring competencies during pedagogical practice are limited. Comparative analysis of foreign experiences demonstrates the need for specialized training modules, methodological resources, professional development programs, and systematic monitoring to ensure effective functioning of the tutoring institute. The article concludes with recommendations aimed at advancing the tutoring system within higher education institutions of Uzbekistan.