Introduction. In the context of the modern educational paradigm, focused on the individualization of education, the emergence of teachers with a tutoring position in educational institutions is becoming especially relevant. Theoretical analysis. In the course of the study, the conceptual apparatus of professional pedagogy was supplemented by the content of the concepts of “tutoring position of a teacher”, “formation of the tutoring position in an additional education teacher”; the structural and substantive components of the tutoring position of a teacher were specified; the additional education institutions' resources for organizing teachers' professional growth in the process of forming the tutoring position were identified and described. Empirical analysis. Within the framework of the pedagogical experiment, the potential of in-house training was explored for developing the tutorial position of current teachers of additional education with the aim of their professional growth in the context of humanistic pedagogy and updating the process of supporting the learner's subjectivity. Conclusion. The positive dynamics of the formation of the tutoring position of the teachers participating in the experiment demonstrates the realism and effectiveness of the process of forming the tutoring position of teachers through the format of in-house training using the mechanisms of tutoring support for the teachers themselves, as a special type of mentoring. The study allows us to draw the conclusion about the possibilities of practical application of its results in various educational institutions.