The article features some experience in practical implementation of the concept of continuing education of teachers in conditions of tutoring. The research states the relevance and necessity of improving the pedagogical and subject-pedagogical information and communication competence of teachers in connection with the requirements of Federal state educational standards to the formation of informational and communicative Competence, the skills of design and research activities of students. The authors believe that the increase in the level of the teacher’s professionalism is the result of their continuous self-education, and the vector of self-education can be set on the courses of professional development or among the professional community. The paper describes some features of tutoring organization and its functions in working with adults. It focuses on the experience of training tutors, organization of professional community of teachers and its role in involving teachers in the process of continuous informal education in the field of development and use of information and communication and design technologies in the educational activity, development and implementation of network projects. The authors propose a mechanism of organization of tutoring for the continuous training of teachers, in which the key role is played by both the organizational center (formal or non-formal education) and the level of tutorial collaboration. The article describes the result of the activity of tutors as a professional community expressed in the number of students involved in participating in network projects that have experience of training and interaction in the digital environment.
tutor, tutorial condition, continuous education, information and communication technologies, competence, network projects, digital environment
