Tutor Support for Teaching Interpretation to Prospective Philologists

Introduction. The contemporary national and international labour markets need professionally oriented young people who distinguish themselves with creativity, sociability, responsibility, and the ability for creative problem-solving. They should be capable of constructing their own personal educational (through lifelong self-learning) and professional trajectory. The higher education system cannot remain aloof from these processes. One possible solution is to organize the training process for students based on the tutor model. Purpose is to describe the author’s experience in using the technology of tutor support for prospective philologists in the context of studying professional subjects. Methods. Studying and analyzing scientific publications on the topic of the research, testing, interviews, conversation. Results. The author has analyzed and specified the main research concepts, namely, “tutor support,” “individual educational program,” “individual educational trajectory,” and “individual educational course.” The key characteristics of the tutor support technology have been discovered. The experience of implementing the tutor support technology in the professional training of prospective philologists, particularly in studying the “Interpreter Training Course,” is described. Conclusion. As a final point, tutor support in the educational process represents a form of subject-subject organization. The technology of tutor support involves students working with their own cognitive interests according to developed strategies and tactics. The obtained results are then discussed with the teacher-tutor. This approach allows students to independently determine the pace and level of the educational content study, and to choose the methods for processing the information and presenting the results of their project.