THE CURRENT STATE OF PREPARING STUDENTS FOR TUTORING ACTIVITIES IN PEDAGOGICAL EDUCATION PROGRAMS

Abstract

the modernization of higher education and the introduction of the credit-module system in Uzbekistan have increased the importance of tutoring activities as an effective mechanism for supporting students’ academic, personal, and professional development. This study examines the current state of preparing students in pedagogical education programs for tutoring activities, identifies existing challenges, and explores opportunities for further development. The research analyzes the regulatory framework governing tutoring activities, the qualification requirements for pedagogical specialists, and contemporary scientific approaches to tutoring. Particular attention is paid to the role of tutors in facilitating individualized learning, providing academic and psychological support, fostering students’ self-development, and promoting effective socialization. The findings indicate that although certain institutional and regulatory foundations for tutoring have been established in Uzbekistan, the system has not yet been fully integrated into pedagogical education programs. The study highlights the need to strengthen practical training, develop tutoring competencies, integrate tutoring practices into pedagogical internships, and introduce specialized courses on tutoring activities. Based on the analysis of national and international experience, several recommendations are proposed to improve the preparation of future tutors and enhance the quality of higher education.