Formation of tutor’s position of the teacher in inclusive educati

The article deals with the formation of tutor’s position of the teacher in the conditions of inclusive education. The transition to new educational standards initiates the problems associated with the development of the new content and individualized strategies for students’ development as subjects of their own activities, as well as training programs for a professional educator capable of designing space for students finding their own individual subjectivity. Therefore, there is a need for the formation of a special position of the teacher, identified as ‘tutor’s position’. By the term ‘tutoring’ we mean teacher’s assistance, creation of conditions for student’s selfdevelopment, including teacher’s support in the learning environment. Despite the increase in the overall tutor research activities, its common understanding has not yet been worked out. There are no uniform methodological requirements for the training of tutors and further development of tutor’s position. We hypothesized that the more the teacher focuses on non-directive (student-centered) approach, the better the tutor’s position is. At the same time the values of directive education remain dominant. To form tutor’s position of the teacher we need to highlight the importance of the realization of this work in a variety of formats: the organization of seminars, training programs, training sessions, business games and lectures in advanced training institutions.