Exploración del Comportamiento de un Instrumento para Evaluar la Función de Tutoría Académica en el Contexto de Escuelas Normales

Ceballos, Salvador Ponce; Villanueva, Yaralin Aceves; Cervantes, Brenda Imelda Boroel

doi:10.15366/riee2020.13.1.006

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…Looking at the second factor obtained -Demand-, the students express the need for guidance to help with job placement, as well as support and academic monitoring by the teaching staff of their university studies. These results are consistent with those obtained in other studies carried out in Europe and Latin America [9,54], where students say that they feel a greater need for backup and support, specifically in important areas related to their future skills and employability −e.g. analysis of strengths and weaknesses, strategies for coping with stress and adversity, etc.−.…”

Section: Plos Onesupporting

confidence: 92%

“…We agree with Ponce Ceballos, Aceves Villanueva, and Boroel Cervantes [ 54 ], who point out the importance of continuing to explore the evaluation of guidance and tutoring for the improvement of the student support processes and the training of teachers to undertake this activity in the university environment. This is related to superior performance and also greater persistence [ 8 ].…”

Section: Discussionsupporting

confidence: 81%

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Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students

2021

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This study was intended to explore and confirm the factorial structure and to analyze the psychometric properties of an instrument for university guidance and tutoring, apply it, and detect differences between sociodemographic variables. A total of 1,048 students from five universities in the province of Manabi (Ecuador) participated. The study was divided into two phases with differentiated samples. An exploratory phase, made up of 200 subjects (19.1%), and another confirmatory phase, made up of 848 (80.9%), where the questionnaire was also applied. The results supported the three-factor structure of the instrument called “Questionnaire for the Assessment of Guidance and Tutoring in Higher Education” (Q-AGT), with of a total of 21 items. The indices of goodness of fit, reliability and internal consistency of the model were considered satisfactory. The application of the questionnaire did not show statistically significant differences in the assessment of university guidance and tutoring between men and women, with a high value given by both sexes to the importance of tutoring, the demands and the competences of the teaching staff in the university. The differences were mainly found between universities and branches of knowledge. Among the main conclusions, what stands out is the achievement of a valid and reliable instrument to measure the development of guidance and tutoring in Latin American universities. This contributes to the assessment of university guidance and tutoring as a strategy for the integral development of the student- personally, academically and professionally- and as a possible protective factor against academic dropout.

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Section: Plos Onesupporting

confidence: 92%

Section: Discussionsupporting

confidence: 81%

Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students

2021

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“…The findings also evidence the need to understand the types of mentoring which develop during student training, as well as to clearly establish the functions of the academic student support in developing their formative journey and in developing their capstone project and field intervention, avoiding confusion between these mentoring roles. It is necessary to continue researching by means of in-situ diagnosis, which gives students a voice, and thus to explore the subjective aspects of mentoring by identifying possible intervention areas with a view to improve the social and emotional processes related to the closeness and trust between tutors and students [55,56].…”

Section: Discussionmentioning

confidence: 99%

An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico

et al. 2021

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The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students.

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“…Por ello, y al igual que en otras escuelas normales, es evidente la necesidad de contar con un servicio de tutoría formalizado que permita promover su instrumentación, lo que disminuiría su falta de claridad (Ponce, Aceves y Boroel, 2020). En efecto, contar con condiciones institucionales adecuadas para instrumentar la tutoría permitirá el desarrollo de la estrategia y, paulatinamente, su mejora (Romo, 2014).…”

Section: Discussionunclassified

La incorporación de la tutoría en una institución formadora de docentes

Hernández¹,

Ceballos²,

Villanueva³

2021

RIDE

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En este artículo se presentan los resultados de un ejercicio investigativo de tipo cualitativo apoyado en el análisis de contenido que buscó diagnosticar de forma participativa la pertinencia de crear de manera formal un programa de tutorías académicas en una escuela normal en el norte de México. Los resultados dan cuenta de la importancia y existencia no formal de las tutorías, así como de la delimitación de algunas orientaciones para el diseño de un programa oficial. De igual forma, se detecta una valoración positiva por parte de los participantes sobre la importancia de la colegiación con los actores para el diseño de este tipo de estrategias. Las conclusiones apuntan a la pertinencia de la incorporación de las tutorías académicas en la escuela normal dada la trascendencia de la formación de los estudiantes y el desarrollo de los docentes.

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Exploración del Comportamiento de un Instrumento para Evaluar la Función de Tutoría Académica en el Contexto de Escuelas Normales

Cited by 8 publications

References 7 publications

Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students

Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students

An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico

La incorporación de la tutoría en una institución formadora de docentes

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