Erofeeva N.E., Melekesov G.A., Chikova I.V.
THE EXPERIENCE OF THE REALISATION OF TUTOR COMPANIONSHIP OF THE EDUCATIONAL PROCESS IN THE INSTITUTION OF HIGHER EDUCATION ^{[№ 7 ' 2015]}
The reform of the higher education in Russia requires innovational approaches to the organization of education process. Federal State Education Standard of Higher Education aims us to this as well, and orients us to the principle of individualization, openness, and variability for all the participants. To create multiaspect education space a higher education institution needs a specialist, able to perform as a medium and systematizer of education space. A tutor can become such a medium. The article deals with the main notions of tutorship, the comparison is given between tutors of general education, secondary vocational education and higher education. It is noted that while speaking about higher education institution we can deal only with tutor position in the way of performing the tutorship by working educators and psychologists. The technologies are named which can be effective in the higher education institution — such as reflective ones, questionnaire technology, the technology of active listening, coaching and mentoring technologies. With the example of work of Orsk Humanities and Technology Institute (the branch of) Orenburg State University the developed and experimentally tested model in higher education institution is given which can develop in two ways — linear and vector (non-linear). The authors prove that non-linear model, based on the system "dean's office — curator — student" is effective in the sphere of social and upbringing work. The most effective is the linear model, based on the system "dean's office — teacher — student". It allowed to include a teacher as an educator-consultant as well as the tutor-mentor and tutor-facilitator and orient him to the realization of mentoring as lengthy process of concentrating at the professional and personal way of development of students and partially the tutor himself. During the process of realization of the tutorship model the definition of tutor competence was given for the first time which the authors agree to understand as the integrative quality of educator's personality, possessing the knowledge of psychology and pedagogics, having the skills of subject-subjective interaction in the society and practically realizing the ability to build the route of personal development of a student. Thus tutorship can be adjusted to the specific conditions of high school regarding the peculiarities of bachelors training in the higher education institution.

Sholokhova G.P., Chikov I.V.
АDAPTATION OF THE FIRST-YEAR STUDENTS TO THE CONDITIONS OF STUDY AT THE UNIVERSITY AND ITS PSYCHOLOGICAL AND PEDAGOGICAL FEATURES ^{[№ 3 ' 2014]}
Solution of the problem of adaptation of students to the conditions of study at the University is of theoretical and practical interest for psychology and pedagogy. The article examines the psychological and pedagogical peculiarities of the adaptation process on a sample of first-year students, reveals the differences in quality, and proves the determination. The article reveals the essence of the problem, value and are the results of the psycho-pedagogical research.

Bubchikova N.V., Chikova I.V.
MOTIVATIONAL AND AXIOLOGICAL SPHERE OF FUTURE EDUCATOR AS COMPONENT OF PSYCHOLOGICAL READINESS ^{[№ 2 ' 2013]}
The solution of problem of formation of future teachers' psychological readiness to the professional activity presents a theoretical and practical interest for pedagogy and psychology. The authors present evaluation method of motivational axiological component of the psychological readiness of students to the professional activity. The problem of the development of the criteria and levels offormation of this readiness is researched. The article presents the essence of the problem, its significance and the way of solution.