Keywords
tutoring approach
pedagogical conditions
general secondary education teacher
continuous professional education
mixed methods research
focus group interview
How to Cite
Abstract
Abstract. The article identifies and empirically substantiates the pedagogical conditions for forming the tutoring competence of general secondary education teachers within the system of continuous professional education, against the background of Ukraine's twin challenge of overcoming war-induced learning losses and transitioning to specialised senior secondary education. A survey of teacher-tutors (n = 47, 13 regions of Ukraine) showed the strongest endorsement for supervision (97.9%), methodological improvement (95.7%) and specialised training (91.5%). Five subsequent focus groups (n = 30 teachers, seven regions), analysed by thematic and cluster-semantic analysis, revealed six content clusters of conditions and barriers, five of which appeared in all groups; triangulation of the two phases showed that intrinsic motivation, endorsed by only 63.8% of survey respondents, emerged as the leading theme in group discussions, whereas financial incentives (74.5% in the survey) were reconceptualised as an external, organisational factor rather than a pedagogical condition. Applying an operational criterion – a factor's manageability by means of continuous professional education — four of the six clusters were established as pedagogical conditions: forming value-motivational readiness; providing specialised practice-oriented training; organising a system of supervision and reflective support; and forming a community of practice. Administrative support, regulatory recognition and financial incentives were classified as the organisational context of implementing these conditions. The study followed the logic of an explanatory sequential mixed methods design. The scientific novelty lies in the empirical substantiation of pedagogical conditions on the basis of Ukrainian practising teachers' experience and in differentiating pedagogical conditions from the organisational context of their implementation. The results can be used in designing programmes that prepare teachers to implement the tutoring approach.
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