Autoethnography of Tutoring in the Russian University: From Theoretical Knowledge to Practical Implementation

Autor/inn/en	Paukova, Anna; Khachaturova, Milana; Safronov, Petr
Titel	Autoethnography of Tutoring in the Russian University: From Theoretical Knowledge to Practical Implementation
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 27 (2019) 2, S.213-230 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paukova, Anna) ORCID (Khachaturova, Milana) ORCID (Safronov, Petr)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2019.1615764
Schlagwörter	Foreign Countries; Tutors; Universities; Theory Practice Relationship; Masters Programs; Blended Learning; Job Placement; Student Employment; Educational Policy; Role; Individual Development; Online Courses; Coaching (Performance); Graduate Students; Masters Theses; Planning; Interaction; Experience; Russia + Suchen Sie Ihr Suchwort? Ausland; Förderlehrer; Lehrender; Tutor; University; Universität; Theorie-Praxis-Beziehung; Magister course; Magisterstudiengang; Employment service; Employment services; Arbeitsvermittlung; Studentenarbeit; Politics of education; Bildungspolitik; Rollen; Individuelle Entwicklung; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ablaufplanung; Planungsprozess; Interaktion; Erfahrung; Russland
Abstract	Unlike traditional teachers, tutors now are much less able to confine their practice to the classroom setting. Herein, we address the challenges of actual tutoring practice at one Master's degree program comprising offline and online learning activities along with student work placements. Building on the autoethnography and narrative analysis we highlight core themes structuring tutoring experience. We examined the challenges we met. We offer suggestions for tutors supporting students in a blended learning environment, and we argue acknowledgment of different roles and strategies applied by tutors across learning contexts make them more productive and less vulnerable towards conflicting messages of other actors involved in instructional communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01