Tutoring w kształceniu przyszłych polonistów. Refleksje z badań

This article presents tutoring as an educational method that derives from the ancient Master-Student teaching model, which is characterised by a dialogical exchange of ideas. The author demonstrates ways of implementing personalised tutoring at the University of Łódź as part of the “Model Education of Teachers” project (2019–2023), aimed at developing the independence of students through reflection on their own needs and cognitive explorations. The reflections of young people on the role of the Polish teacher and the teaching process (issues of authenticity, teacher authority, and constructivist approaches to didactics) were analysed. Particular attention was paid to the importance of well‑being, resilience and positive thinking in the context of professional development. The impact of positive emotions on task performance was highlighted.