Introduction. The article deals with the issues characterizing the problem of forming the readiness of future teachers for tutoring. The author’s model is presented, which makes it possible to strengthen the fundamental character of vocational training of teachers and optimize the process of forming readiness through the characteristics of each component of the model. The aim of the article is to design and implement a structural and functional model for the formation of readiness of future teachers for tutoring in general and its individual components.

Materials and methods. The main methods of research are theoretical methods: the analysis of the scientific literature devoted to the problems of tutoring, the professional training of teachers for tutoring in the pedagogical college, retrospective, system, conceptual and terminological analysis, modeling, generalization.

Results and its discussion. The author’s model of the formation of readiness of future teachers for tutoring is developed, including the motivational-target, theoretical-methodological, substantive-procedural, evaluative-effective components; the functions of each component are described; revealed and characterized the general scientific and private scientific principles for the implementation of the projected model.

Conclusion. The conclusion is that the model of formation of readiness of future teachers for tutoring increases the efficiency of training the future teacher in the pedagogical college and the level of the professional content.

• The theoretical and methodological strategy for modeling the model is defined;
• The structural and functional model has been developed contributing to the formation of readiness of future teachers for tutoring;
• The general scientific and private scientific principles of model implementation are presented.

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