Description
The aim of this study was to identify the relevance of introducing and applying tutoring practices in upper secondary schools to support professional self-determination and the formation of key student competencies.
The research methodology included a theoretical analysis of tutoring practices as well as a survey of 10th-11th grade students from two schools in Kazakhstan. The main directions of introducing tutoring into schools were examined, and the concepts associated with this process were considered. The empirical part of the study involved 150 upper secondary students.
The results revealed that the majority of respondents expressed a need for tutoring support (82%), although the concept of a “tutor” and its functions remained largely unfamiliar to most of the students (65%). Students responded positively to the idea of individual guidance, particularly in the context of goal-setting, choosing an educational trajectory, and professional orientation. All responses were analysed, and it was concluded that schools in Kazakhstan require an expansion of tutoring practices.
The findings confirmed the relevance of systematically integrating tutoring practices into school education, taking into account the age-specific and individual needs of students. Consequently, the study concluded that tutoring plays a crucial role in shaping a conscious educational trajectory and developing key competencies of upper secondary students. The research also formulated recommendations for educational institutions on the implementation of tutoring practices.
Keywords: Self-directed learning, extracurricular activities, supplementary lessons, skills development, self-reflection
