Different perspectives of the scientists towards content, structure, forms, conditions for efficiency of individualizaion of learning as well as approaches to definitions of tutor, tutorship, tutor technology have been consolidated. In particular it is emphasized that thanks to individualization of learning such important qualities as self-dependence, proactivity, creativity, self-confidence, dedication, research-like style of activities are developed and shaped. Introduction of learning individualizaion technologies in high school education process helps saving time, provides additional opportunities for transition from traditional learning programme to individual self-education without extra burden on students; it encourages gaining necessary professional experience, development of individual style of learning activities; encourages strengthening of individual approaches in acquiring professional knowlege, skills, competencies as well as developing creativity; it also boosts intellectual development of future lecturers, establisment of subject-subject relationship between lecturers and students. Use of tutorship technologies is one of possible ways to implement learning individualization of students. Tutorship as a pedagogical technology meets performance requirements such as (conceptual importance, systemic approach, ability for reproduction, manageability, efficiency, algorithmic presentation, design). Tutorship technology implementation consists of four stages (preparatory and logistical stage; development of tutor’s individual learning programme on a given subject; tutor’s support per se; and completion stage) and does not foresee a separate post of a tutor as tutor’s functions in this case are fulfilled by a lecturer (lecturer-tutor). In such model of pedagogical activities tutor’s support is limited in time and in learning content. Tutorship technology is an opportunity for implementation of the principle of individualizaion of student’s learning; subject-subject relationship between lecturers and students; it changes the role of lecturers who become lecturers-educators, moderators, coaches, facilitators, instructors, mentors, partners, i.e. tutors.
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