Modern Russian tutor: professional portrait, incentives and activity strategies
How to Cite
Donetskaya S.S., Tretyakova V.A., Tarutina V.V. (2023) Modern Russian tutor: professional portrait, incentives and activity strategies. Zhurnal sotsiologii i sotsialnoy antropologii (The Journal of Sociology and Social Anthropology), 26(2): 88–109 (in Russian). DOI: https://doi.org/10.31119/jssa.2023.26.2.5
Abstract
The article presents a portrait of a Russian tutor, showing incentives for professional activities. The source of information was data on tutors posted on the online platform «Association of Tutors of Russia», as well as the results of a survey of tutors registered on the «TUTOR.RU» and «TutorOnline» platforms. It was revealed that the average Russian tutor is a woman who has been providing tutoring services for 11 years, has a qualification corresponding to the disciplines taught, and the status of a private teacher, for whom this activity is the main occupation. The Russian tutor is ready to work both in person and remotely, selling his services at a price of 926 rubles per hour. Almost all tutors work with schoolchildren as part of the school course, but their main specialization is preparation for passing the Unified State Examination and the General State Examination. For most tutors, tutoring is a way to make money and a survival strategy. That is why they consider additional classes with students to be their main job, but providing them with low earnings, and the main incentives for tutoring are the opportunity to increase their income, autonomy and flexibility of work. The authors have identified groups of modern tutors by the nature of tutoring and proposed strategies for their behavior.
Keywords:
tutoring services, tutor, tutoring
References
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Byun S., Chung H., Baker D. (2018) Global patterns of the use of shadow education: Student, family, and national influences. Research in the Sociology of Education, 20: 71–105.
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Gruzdeva M.L., Bokaryukina U.M., Bulganina A.E. (2020) Research attitude of Nizhny Novgorod students to the use of tutor services. Education and problems of development of society, 3(12): 121–127 (in Russian).
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Kobakhidze M.N. (2018) Teachers as Tutors: Shadow Education Dynamics in Georgia. CERC Studies in Comparative Education book series, 34: 113–143.
Loyalka P., Zakharov A. (2016) Does shadow education help students prepare for college? Evidence from Russia. International Journal of Educational Development, 49: 22–30.
Makeev P.A. (2019) Private tutoring in Russia: description of the phenomenon based on online platforms. Journal of Institutional Studies, 11(4): 106–120 (in Russian).
Makeev P.A. (2020) Private tutoring in Russia. The Journal of Sociology and Social Anthropology, 23(3): 100–121 (in Russian).
Mori I., Baker D. (2010) The origin of universal shadow education: What the supplemental education phenomenon tells us about the postmodern institution of education. Asia Pacific Education Review, 11(1): 36–48.
Naumova A.A. (2018) The portrait of a modern tutor in students’ and their parents’ assessment: regional analysis. Vestnik Surgutskogo gosudarstvennogo pedagogicheskogo universiteta, 5(56): 8 (in Russian).
Radaev V.V. (2022). Platform expansion as a challenge to the sociology. Sociological Studies, 12: 15–28 (in Russian).
Stastny V., Chval M., Walterova E. (2021) An ordinary moonlighting activity? Determinants of the provision of private tutoring by Czech schoolteachers. International Journal of Educational Development, 81: 102–351.
Shevchuk А.V. (2020) From Factory to Platform: Autonomy and Control in the Digital Economy. Sociology of Power, 32(1): 30–54 (in Russian).
Stevenson D.L., Baker D.P. (1992) Shadow education and allocation in formal schooling: transition to university in Japan. American Journal of Sociology, 97(6): 1639–1657.
Suter L.E. (2016) Outside school time: An examination of science achievement and non-cognitive characteristics of 15-year olds in several countries. International Journal of Science Education, 38(4): 663– 687.
Tansel A., Bircan F. (2008) Private supplementary tutoring in Turkey: Recent evidence on its various aspects. IZA Discussion. Bonn: Institute for the Study of Labor (IZA).
Werbinska D. et al. (2019) English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study. Uniwersytet im. Adama Mickiewicza w Poznaniu. Glottodidactica, 46: 175–196.
Yung K.W.H., Bray M. (2017) Shadow education: Features, expansion and implications. In Tse T.K.C., Lee M. (eds). Making sense of education in post-handover Hong Kong: Achievements and challenges. London: Routledge: 95–111.
Zhang W., Bray M. (2015) Comparative research on shadow education: Achievements, challenges, and the agenda ahead. European Journal of Education, 55(3): 322–341.
Baker D.P., LeTendre G.K. (2005) National differences, global similarities: World culture and the future of schooling. Stanford: Stanford University Press.
Buchmann C., Condron D.J., Roscigno V.J. (2010) Shadow Education, American Style: Test Preparation, the SAT and College Enrollment. Social Forces, 89(2): 435–461.
Byun S., Chung H., Baker D. (2018) Global patterns of the use of shadow education: Student, family, and national influences. Research in the Sociology of Education, 20: 71–105.
Chesnokova L.V., Barsukova O.S. (2021) Tutoring as a socio-educational phenomenon. Innovacionnoe obrazovanie i ekonomika, 25: 16–21 (in Russian).
Gruzdeva M.L., Bokaryukina U.M., Bulganina A.E. (2020) Research attitude of Nizhny Novgorod students to the use of tutor services. Education and problems of development of society, 3(12): 121–127 (in Russian).
Kashurnikov S.N., Kirilov A.A. (2019) Tutoring in Russia: status, meaning, concerns. Theory and Practice of Social Development, 4: 79–84 (in Russian).
Kobakhidze M.N. (2018) Teachers as Tutors: Shadow Education Dynamics in Georgia. CERC Studies in Comparative Education book series, 34: 113–143.
Loyalka P., Zakharov A. (2016) Does shadow education help students prepare for college? Evidence from Russia. International Journal of Educational Development, 49: 22–30.
Makeev P.A. (2019) Private tutoring in Russia: description of the phenomenon based on online platforms. Journal of Institutional Studies, 11(4): 106–120 (in Russian).
Makeev P.A. (2020) Private tutoring in Russia. The Journal of Sociology and Social Anthropology, 23(3): 100–121 (in Russian).
Mori I., Baker D. (2010) The origin of universal shadow education: What the supplemental education phenomenon tells us about the postmodern institution of education. Asia Pacific Education Review, 11(1): 36–48.
Naumova A.A. (2018) The portrait of a modern tutor in students’ and their parents’ assessment: regional analysis. Vestnik Surgutskogo gosudarstvennogo pedagogicheskogo universiteta, 5(56): 8 (in Russian).
Radaev V.V. (2022). Platform expansion as a challenge to the sociology. Sociological Studies, 12: 15–28 (in Russian).
Stastny V., Chval M., Walterova E. (2021) An ordinary moonlighting activity? Determinants of the provision of private tutoring by Czech schoolteachers. International Journal of Educational Development, 81: 102–351.
Shevchuk А.V. (2020) From Factory to Platform: Autonomy and Control in the Digital Economy. Sociology of Power, 32(1): 30–54 (in Russian).
Stevenson D.L., Baker D.P. (1992) Shadow education and allocation in formal schooling: transition to university in Japan. American Journal of Sociology, 97(6): 1639–1657.
Suter L.E. (2016) Outside school time: An examination of science achievement and non-cognitive characteristics of 15-year olds in several countries. International Journal of Science Education, 38(4): 663– 687.
Tansel A., Bircan F. (2008) Private supplementary tutoring in Turkey: Recent evidence on its various aspects. IZA Discussion. Bonn: Institute for the Study of Labor (IZA).
Werbinska D. et al. (2019) English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study. Uniwersytet im. Adama Mickiewicza w Poznaniu. Glottodidactica, 46: 175–196.
Yung K.W.H., Bray M. (2017) Shadow education: Features, expansion and implications. In Tse T.K.C., Lee M. (eds). Making sense of education in post-handover Hong Kong: Achievements and challenges. London: Routledge: 95–111.
Zhang W., Bray M. (2015) Comparative research on shadow education: Achievements, challenges, and the agenda ahead. European Journal of Education, 55(3): 322–341.
Article
Received: 31.10.2022
Accepted: 03.07.2023
Citation Formats
Other cite formats:
ACM
[1]
Donetskaya, S.S., Tretyakova, V.A. and Tarutina, V.V. 2023. Modern Russian tutor: professional portrait, incentives and activity strategies. Zhurnal sotsiologii i sotsialnoy antropologii (The Journal of Sociology and Social Anthropology). 26, 2 (Jun. 2023), 88–109. DOI:https://doi.org/10.31119/jssa.2023.26.2.5.
Section
Sociology of Education
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