DEVELOPING TUTORING COMPETENCIES AMONG STUDENTS IN PEDAGOGICAL EDUCATION PROGRAMS

Abstract

This article examines the current state of preparing students in pedagogical education programs for tutoring activities in Uzbekistan’s higher education system. The study highlights the impact of the credit-modular system on the need to develop individual learning trajectories, independent learning skills, and psychological-pedagogical support. Findings reveal that despite the existence of regulatory frameworks, the practical implementation of tutoring remains limited. Many students have insufficient understanding of tutoring roles and functions, and opportunities to develop tutoring competencies are scarce. Drawing on international experience, the article emphasizes the importance of specialized training, methodological support, professional development, and systematic monitoring. Recommendations are proposed to enhance the effectiveness of tutoring in higher education institutions of Uzbekistan.