PROFESSIONAL IDENTITY AND MOTIVATION OF TUTORS

CHALLENGES AND PROSPECTS IN THE EDUCATIONAL SETTING OF A RUSSIAN UNIVERSITY

Abstract

The article examines the key aspects of the professional identity and motivation of tutors in the context of their work at the university. The study is based on data from focus group interviews with tutors and interviews with the administrative and management staff of University of Tyumen. The article emphasizes that the tutor position was originally planned as a starting position for young people, providing entry into the university setting. However, despite this, many tutors view their work as a career start, which affects their professional identity and motivation. The main motives influencing the desire to work as a tutor include realizing the potential in the university setting, teamwork and the desire to help students. The article also discusses problems related to satisfaction with wages
and working conditions, tools for discipline and control over the activities of tutors. It is noted that despite the positive assessments of working conditions, there is a need to raise wages and improve infrastructure for more efficient work. In addition, the article examines the career and professional prospects of tutors. It is emphasized that many tutors consider their current position as a starting point in the university setting and strive for career growth both inside and outside the university. At the end of the article, the proposed revision of the concept of tutoring in Russian universities is aimed at clarifying functional responsibilities, improving interaction with other departments and forming a positive professional identity of tutors.