The Teacher-Tutor in the initial training of education professionals

  • Jul 26, 2021
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The Teacher-Tutor in the initial training of education professionals

Tutoring is a form of organization of the educational teaching process with a systematic character in which the student receives a personalized attention, where you start from the development achieved and you specify where it should go, both academically, personally and Social. It is one of the functions of the tutor that is carried out in face-to-face activities and its purpose is advise and guide the student during their studies, thus contributing to their general education integral.

In this PsychologyOnline article, we will talk about the Teacher-Tutor in the initial training of education professionals.

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Index

  1. Introduction to the project
  2. Mentoring Background
  3. Background of tutoring in Cuba in Higher Education
  4. Cuban news in the universalization of Pedagogical Higher Education
  5. How a tutor should be
  6. Tutoring at the Jobabo Pedagogical Branch. Incidents in the microuniversities of Secondary Education.

Introduction to the project.

In the project. "The school as a microuniversity in the comprehensive training of students in pedagogical careers" highlights the functions of the tutor, it corroborates the responsibility of directing the investigative work as part of the processes that have a direct impact on the school microuniversity. Because of the novelty of the pedagogical model that incorporates

tutoring as an organizational form of the teaching process, there are no sufficiently systematized theoretical and practical referents that allow to specify and conceive with a system approach the modes of performance of the teacher-tutor and her professional profile to help direct the processes in the initial training of teachers at school microuniversity. Taking into account the previous reflections, reference is made to the characteristics of tutoring in the initial teacher training process in Cuba.

The initial and permanent training of teachers is attended by the Cuban state in a systematic way, aware of the It is important for the development of the country to have professionals capable of preparing the new generations.

The University is the social institution whose general function is to preserve, develop and promote the culture of society fundamentally through the training of professionals. Said in this way, it is understood that it fulfills its true social function to the extent that it adapts to the demands that it society demands of him and especially in this historical moment of profound economic, political, social, and cultural

These transformations take place in a context that totally modifies the organization and conditions of the university. A stage characterized by a profound process begins that demands from the university professor the fpromotion of personalized attention to students, as an important way to achieve superior results in the training process, providing response to the new demands of the economic, social, cultural, and political development of society Cuban.

In this sense, for the Cuban university it is a necessity to educate the student for life so that they are in a position to carry out their functions and tasks, interact and develop in a constantly evolving social context, which is reflected in the Guidelines of the Economic and Social Policy of the Partido y la Revolución (2011), where it is claimed to raise the quality and rigor in the training of professionals to meet the economic and social needs of the country.

The role and work of the tutor

The training of teachers in conditions of universalization of Higher Education constitutes a revolutionary transformation, in which new concepts, among which stand out those of: microuniversity and tutor professor, among others, in addition the conceptions of the process of teaching-learning. The school becomes a small university, capable of training the professional that is needed based on its characteristics and the resources available to it.

The tutoring function as an inherent element of the teaching function has special characteristics in Higher Education that should be highlighted and that are related to the achievements of the development of adolescence and youth and their projection towards the group and towards the future, so the tutoring is part of the personalized process of helping the learner in his progressive personal and social fulfillment and in his intellectual development, so that he is able to discover his academic and social capacities and opportunities, in the practice of which he can find success and satisfaction.

The work of tutor leads the student towards the comprehensive development of your personality from making decisions about his academic, personal and social performance, always promoting human growth.

In the initial training process of education professionals, the student must appropriate knowledge, skills and qualities, which integrated into professional competencies reflect the functions of the pedagogical profession that identify it as educator.

Therefore, in the training process at the microuniversity, it must be borne in mind that the teacher in initial training constitutes the center of the pedagogical process. and whose essential objective is the integral and cultural formation of him through a developing and leading process for him, which guarantees his creative learning, directed by the tutor.

Teacher training, in the context of the microuniversity, occurs in the dynamics of the professional troubleshooting and identification from professional practice from the interdisciplinary integration of processes training courses and direct interaction with the tutor and the historical-cultural context of the institution educational.

The agents of the school institution together with the rest of the socializing agencies are responsible for a leading role in the elimination of professional problems that affect the formation of the teacher. To achieve what has been proposed, the teacher preparation and improvements, who assume the responsibility of conducting said process, so this constitutes a concern that becomes an objective recognized by the MINED.

The work addresses tutoring from its history through the years in different parts of the world, the current perspective in Cuba of this work under conditions of universalization and the development of it that takes place in the University Branch with its successes and deficiencies in the micro-universities of the municipality jobabo.

Mentoring background.

The antecedents of the figure of the tutor have their roots in the V and IV century BC. C. in the figure of Socrates with his disciple Plato and the use of Socratic dialogue with the maxim “get to know yourself yourself ”as a challenge to the knowledge of human virtues, in order to be able to lead a life equally correct.

In the history of teaching, since ancient times there have been "teachers" who have led one or more "apprentices" or disciples along the path of knowledge and have impregnated their personality with their personal example saturated with values ​​such as perseverance, dedication to work, study and research, responsibility, honesty… Aristotle, Socrates, Plato and so many other personalities constitute ancient antecedents who practiced what today has been called mentoring.

The background of tutorial models can be traced throughout history in most nations. For example, in Anglo-Saxon universities, with few exceptions, individualized education is pursued seeking depth rather than breadth of knowledge. As a consequence, the teaching practice is distributed between the teaching hours in front of the group, the participation in seminars with a reduced number of students - who work in depth on a common topic - and in sessions of personalized attention, face to face, which is called tutoring or supervising in England; and academic advising, mentoring, monitoring or counseling, depending on their nature, in the United States.

Activities for students

As for the students, their main activities are to attend the course sessions, study in the library, read, write, participate in seminars, and discuss work with your tutor. In the United Kingdom, Australia and the United States, the tutor is a professor who briefs university students and maintains discipline standards.

Among the activities undertaken by the guidance centers, it is possible to point out the teaching of different courses on of how to study, of orientation and of elaboration and implementation of mental hygiene programs supported by psychiatrists. Known experiences in the field of tutoring programs are found in the history of the universities of Minnesota, Chicago, Illinois, Ohio, Missouri, Michigan, and North Dakota. A European center of the type of the Counseling Centers in the United States and Canada is the Center d'Orientation et de Consultation Psychologique et Pedagogique of the Catholic University of Louvain (Louvain-la Neuve).

European tutoring and teaching models

The Spanish model of distance higher education developed by the National University of Distance Education (UNED), presents the figure of the tutor teacher as the learning advisor autonomous of the students. In the current Spanish educational reform, tutoring and student guidance are considered essential factors to improve educational quality. In addition, it is reserved as a right of the student and an obligation of the centers.

The antecedents closest to the idea of ​​academic tutoring are those of the University of Oxford, in which the student has a weekly meeting with the professor (tutor) assigned to him. The student prepares an essay per week to discuss orally with her tutor, which does not exclude the use of other educational supports such as additional reading, classes, libraries, laboratory practices, conferences, etc.

In the history of European schools, the tutor is an interesting figure who is called by different names: monitor, classmate, assistant, assistant, locatis or aemulus. In most cases it is an older student who helps other students in their learning with the teacher's support.

The mentoring system in the programs of educational institutions in Latin America is of recent appearance and arises with the purpose of solve problems related to dropout, dropout, failure, lag and, in general, low efficiency terminal.

Until recently, tutoring in the Spanish university environment was conceived as a space of time dedicated to clarifying unresolved doubts in classes. With the passage of time, this idea has been modified until it completely changes, as a consequence of their recognition in the European Higher Education Area.

Latin American Tutoring Model

The mentoring system in the programs of educational institutions in Latin America arises with the purpose of solving problems related to dropout, dropout, failure, lag and, in general, low efficiency terminal.

The tutoring approach that includes other dimensions, added to that of academic support, is found in Mexico, where it is offered assistance to the student throughout his school career, But the work is done by a counselor, a social worker, and a home teacher. Therefore, students are advised on academic, economic-social and personal aspects, but with the participation of several people as a team in this endeavor. The Cuban challenge, as it should be understood, is therefore much higher, since a single person must take care of all these areas and for which it requires a solid comprehensive general preparation, within which we weigh the psychopedagogical.

Research on mentoring in the training of professionals has been recurrent since the 70s of the 20th century. Several authors, such as P. Tomlinson (1995), E. M. Anderson and A. L. Shannon (1995), M. Bailey and others (2001), H. TO. Colley (2002), J. C. Hall (2003) and M. Alvarado (2009), recognize that mentoring can occur informally or can be officially promoted. It points to the relationship between a experienced individual who guides, supports and advises to a less experienced one with the aim that the latter can develop within a profession.

An analysis of the works of J. Furlong and T. Maynard (1995), A. Franke and L. OR. Dahlgren (1996), M. TO. Powell (1997), J. C. Hall (2003), R. Palacios (2006), J. Wang and S. J. Odell (2007) and M. Alvarado (2009) allows us to recognize the existence of various tutoring models that respond to the interests of training in a given context and are influenced by different learning theories so they can be behaviorist, cognitivist, humanist, constructivist and cultural-historical.

Currently, mentoring is beginning to be oriented towards a comprehensive and individualized conception of teaching. For this, the tutorial action plans are the ideal instrument to specifically develop the tutoring and guidance function. -Personal, academic and professional- with the students as a framework in which the criteria and procedures for the organization and operation of the tutorials, it includes the objectives and lines of action that the tutors must develop in the development of the matter.

The Teacher-Tutor in the initial training of education professionals - Background to tutoring

Background of tutoring in Cuba in Higher Education.

In the history of Cuban education we find clear examples of the work of preceptors or tutors, such is the case of Father José Agustín Caballero (1762-1835), teacher and guide of Félix Varela, José de la Luz and Caballero, José Antonio Saco, to whom he transmitted a pedagogical, scientific and philosophical attitude or the teacher Rafael María de Mendive and his links with our Apostle José Martí.

In Cuba, the figure of the tutor has traditionally been associated with the scientific-methodological assistance provided by a specialist of recognized prestige and tradition in a certain field of knowledge, either to the student who as part of his student scientific work must develop skills investigative through extracurricular work, course work and in the terminal phase of her career she prepares her degree thesis as a professional or at the university graduate who carries out postgraduate improvement studies aimed at the acquisition of a scientific degree, either as a graduate, teacher or PhD.

In all cases the guardianship activity supposes, on the one hand, guide the applicant in the investigation process so that it is creative, efficient and with a high degree of independence in terms of the search, selection and use of the methods and means available, and on the other hand, it implies the orientation of the process of generalization, systematization and exposition of the results achieved once the research objectives have been met.

According to RM 22/73 and Circular No. 5/74, the Detachment's students were instructed by guide activists who were experienced teachers of middle school that emphasized skills for preparing and conducting classes, working with groups, using teaching aids, and attention to individual differences from their practical knowledge, demonstration and observation, analysis and criticism of classes.

Historical framework of mentoring in vocational training

Tutoring in the training of the professional at this stage is directed more frequently in the work practice, fundamentally to the preparation and control of classes, it is difficult academically, due to the poor preparation of teachers to prepare the content of the study plan.

In this period, tutoring did not constitute a form of organization, but it was manifested fundamentally from the classes, the attention to the students of high use and from the guiding function of experienced teachers of Secondary Education to serve the student-teachers who were inserted in the schools.

He headed from a practical-experiential conception, determined by the requirements of the General Secondary Education Teacher Training Plan, which emphasized the interaction of the experienced teacher with a student-teacher or several, through the observation and analysis of classes, to guarantee mastery of patterns and techniques for planning and conducting lessons. It suffered from differentiating and integrating approaches based on learning, which caused a passive role of the student.

Cruz (2005), provides another element that from the detachment stands as a precedent of universalization, related to tutoring, when referring that the student: “When he arrived at the school to teach, he was assigned an experienced professor from the chair to which he belonged to prepare and guide him in his training.

The author agrees with González (2005) when reflecting on the students, highlighting that they were attended by an experienced teacher, but essentially in aspects related to the development of the teaching-learning process in the school and without properly structured functions from the study plan, this influenced the fact that the actions drawn up in the school, to influence the initial training of the student, lacked a adequate structure. The above shows that these activities were directed, without taking into account the needs and potential of the students.

Cuban news in the universalization of Pedagogical Higher Education.

The initial training of professionals at the university of pedagogical sciences, according to I. B. Parra and M. Gutiérrez (2011: 2012), becomes “a professional teaching-learning process” through which gradually higher levels of development are reached in the education of the personality, its performance and self-transformation. The student appropriates the knowledge, skills and values, necessary in their comprehensive training and, from the study-work link, travels through different stages in the formation of the professional performance mode so that it can finally be inserted and perform effectively in the school.

Teaching and, above all, educating, forming values, developing an ethic, an attitude towards life, is not a simple task, and this recognition obliges us to introduce new requirements in the initial and ongoing training of teachers, in order to substantially change the idea that people have about work teacher.

Teacher-Tutor training: state of the art

In the university, the conditions are created so that the new generations, through an intentionally structured process, on the basis of certain principles that respond to the society in question, signify for themselves and give meaning to the socio-historical cultural heritage accumulated by previous generations and build their own knowledge. In it, the processes that promote the integral formation of the subjects who will be in charge of continue the work of the elders, enriching it with their own interpretations and developing it progressively.

The first actions of universalization in its current conception are introduced in the training of teaching staff from the School Year 2001-2002 in the Regular Day Course, when conceiving the labor component of pedagogical careers with a concept broader teaching practice and organize the placement of students in schools according to their municipalities of home.

Teacher training, in the context of the microuniversity, occurs in the dynamics of the identification and troubleshooting professionals from professional practice from the interdisciplinary integration of processes training courses and direct interaction with the tutor and the historical-cultural context of the institution educational.

Universalization has a solid philosophical foundation that starts from the Leninist principle of “the universal of education”, Raised by V. I. Lenin and that is based on the need to carry out social transformations together with the people, in order to guarantee the active and conscious participation of all workers in the process revolutionary. This process also has its didactic support based on the contributions of J. TO. Comenius (1592-1670) referred to his consideration of the massiveness of education, and later corroborated by J. Martí (1853-1895), who raised the need to take education beyond the classroom space so that it would reach where the student himself lives, which he specified in his ideas about the "Traveling Teachers".

In the process of universalization of Pedagogical Higher Education, tutors acquire a new characteristic, they are university graduates from a wide range of specialties, who do not necessarily have to be specialists in the career that their tutor is studying, so their fundamental task is aimed at educating the person in the values ​​that are inherent to a university student, revolutionary and committed to the work he does, as well as to achieve in him skills of this type of teaching that allows them to correctly combine the different functions that this student performs from the labor, social and family.

Tutorial work has been associated with the experience of the Higher Pedagogical Institutes in the training of teachers in early childhood, middle and upper secondary education. Practicing professionals, with experience and teaching prestige, have assumed the responsibility of tutors of the students during their work practice activities, conceived today from the school as a microuniversity in the comprehensive training of students of the careers pedagogical.

Tutoring is, for sure, one of the key pieces of the professional training process and even more so in the conditions of less face-to-face teaching. Tutoring is a face-to-face teaching modality and its purpose is to advise and guide the student during their studies, thus contributing to their general and comprehensive training.

Cuban model of universalization

In general, tutoring in Cuba is assumed from a comprehensive model (M. Martínez 2011) as a continuous and permanent process between tutor and student that must be characterized as “... educational, Guiding and personalized, which includes the academic, the vocational-professional, the personological and the investigative... " (B. Collazo 2006: 13) and in which the educator's guiding function is specified. S. Colunga (2009), based on this conception, states that personal, professional, affective and social aspects are integrated into the tutorial action.

The Cuban model starts from the recognition of Cuban educational theory - from the end of the 18th century to the present day, where it specifies among its purposes that education It must be aimed at the formation of man in the broadest and highest concept of him, the integral man who thinks, feels, values, does, acts and above all love.

In the training process, the close and necessary relationship between teacher and student activity in the learning process, by analyzing it as a dialectical unit and not separately. A need to intervene, guide, and above all respond to personological demands, always based on and supported by dialogic communication as a way of relationship.

In the document of the university of the XXI century where it outlines the educational policy, it is considered that tutoring is an inherent component in university training, it shares its aims and contributes to their achievement through facilitating adaptation to university, learning and academic achievement, curricular orientation and orientation professional"

According to the criteria of Nieves (2004) "the tutorial action must be a continuous process of accompaniment to the student, which manages to coordinate the teachers and attend to the peculiarities of each student, train students to make responsible decisions in the face of different educational options and life alternatives, without this meaning taking control of the child's life. student"

These demands impose a conception of the role and functions that the tutor must assume in the Universalization Model, a position that sizes the intervention from a model comprehensive training, which includes those areas or fields related to the personal development of the university student (academic, work, research and extensionism).

Regarding the tutor, the most characteristic notes that define his role are clarified by Pérez Luján (2005) when he asserts that the " The tutor will have an essential role to lead, support and stimulate the development of the student, For which it must start, first, from the diagnosis of its characteristics and conditions, to take the necessary decisions in a second moment so that the direction and execution of the training process reaches a high level of quality through the joint work of the tutor, the team of teachers, the family and the community.

From the analysis of role and tutorial requirements The importance of this figure in the Pedagogical Model of Universalization of Higher Education becomes evident, as a mediator, guide and facilitator of the process of development of the autonomy that the student needs to be able to account, from the educational opportunities offered by this model, of the training and professional demands of the career that they study. From this idea derives the need to systematize those theoretical and methodological aspects that contribute to the improvement of the educational work that they carry out.

The Teacher-Tutor in the initial training of education professionals - Cuban News in the universalization of Pedagogical Higher Education

How a tutor should be.

The work of the tutor must be supported by the search for knowledge that makes it possible to achieve a high level of autonomy and efficiency in his professional pedagogical activity in the production of knowledge and new contributions of knowledge in the political, economic, scientific-technical and cultural.

Hence, society requires the educational professional and in particular the teachers who work as pedagogical tutors, “new profiles”, in the teacher training process and a preparation that allow:

  • Own a solid ideo-political preparation that is based on the mastery of the fundamentals of Marxism Leninism, and of national and international events that allow it to promote communist attitudes and convictions.
  • It must be an example in its way of acting before the pedagogical group.
  • Demonstrate with your daily attitude and personal example that you have a system of moral values, honesty, trustworthiness, patriotism, unconditionality, anti-imperialism, responsibility, solidarity, industriousness, and social norms of behavior that puts them in a position to educate and not only to instruct.
  • Possess commitment to the principles and ideology of the Cuban Revolution, Marxist Leninist, Martiana, Fidelista and ideological clarity, manifested in love and defense of the Homeland, solidarity, humanism and anti-imperialism.

The work of tutor leads the student towards the integral development of her personality from the decision-making about their academic, personal and social performance, always promoting growth human.

Indispensable principles

In order to achieve a developer and effective tutoring process, the presence of a professionally competent tutor who is identified with the work he performs is necessary. From this conception, it is considered pertinent to declare the following principles that regulate tutoring:

  • Comprehensive and multifaceted training: addresses the whole personality as a whole. The ultimate goal is to guide and guide the student in all aspects of the development of his personality and in his dual personal and social dimension.
  • The systemic character: The tutorial action is carried out as a systematic process that begins when the student begins his studies and ends when he graduates from the training cycle.
  • The custom character: This principle has two aspects: individualization (oriented to specific people and not generic groups) and integration (it is aimed at the whole person, integrating the different areas of development and the corresponding lines educational).
  • The preventive character: Not only problem solving is promoted, but also in anticipation of difficulties and deficit situations that may hinder the achievement of objectives.

Teacher training, in the context of the microuniversity, occurs in the dynamics of the identification and solution of professional problems from practice professional from the interdisciplinary integration of training processes and direct interaction with the tutor and the historical-cultural context of the institution educational.

The activities carried out jointly by the tutor and the tutored require that both of them establish a communication, and the better it is, the greater the achievement of the objectives set. effectiveness.

It is considered that in the communication established between the tutor and the student, a subject-subject interrelation occurs that encourages the development of both, by carry out certain joint activities in a democratic way, on the basis of empathy, respect for the opinion of the other, tolerance that enables mutual influence on the process and result of social activity, which encourages the establishment of a common meaning of the ideas and points of view that emerge in the communication.

Personal qualities

The school, through the tutors, must guarantee society men with comprehensive training and to achieve this objective it must promote guiding strategies aimed at personal improvement, that as part of a new educational model, it is considered pertinent to highlight qualities, basic knowledge and skills that the teacher-tutor must gather to carry out their training work with efficiency:

Among the basic qualities, knowledge and skills that the tutor must have to carry out their training work efficiently, the following stand out:

  • the love and commitment as a driver of the student during the years that the degree lasts.
  • possess communication skills that allow you to establish appropriate interpersonal relationships.
  • maintain an ethical and empathic attitude towards students that allows them to achieve acceptance and trust.
  • know the mentoring process.
  • have mastery of information and communication technologies, the model and objectives of the study plan, as well as the main methods and ways that allow you to characterize the student.
The Teacher-Tutor in the initial training of education professionals - How a tutor should be

Tutoring at the Jobabo Pedagogical Branch. Incidents in the microuniversities of Secondary Education.

In the initial training of the education professional, personalized work with the student acquires a relevant significance. In this training process the teachers of the university affiliates, the socio-labor and community environment and the family intervene.

Among the professors of the branch are the director, the deputy director of research and postgraduate studies and the professors who coordinate the different careers and that as part of their teaching functions they are tutors of students who carry out work practice in schools that are micro-universities. The latter is undoubtedly considered one of the key pieces of the comprehensive training process for students.

There are potentialities to raise the quality of the tutorial components that are addressed in an integrated way both in the university as well as in the microuniversity, the adequate assignment of tutors and the organization of schedules for their realization by the importance of the tutor as an integrator of the system of educational influences in order to perfect the initial training process of the teacher.

However, the limitations detected in the direction of it as a process may be associated with the form general and empirical definition of the activities to be carried out, as the majority are carried out at the request of the student. Inconsistencies are also seen in the model to guide how to design a tutorial action strategy for the work practice in the micro-university that has in account of the relationships between the Study Plan and the FLI discipline, whose tasks are oriented towards the mode of action and the tutor has an essential role in its compliance.

It was verified through the review of documents and interviews with students that in the microuniversity, they are limited to the functions of the tutor in each one of the stages of the process, which are summarized in guiding and orienting the teacher in initial training based on an educational strategy developed by him First. This prevents the teacher in initial training from being a protagonist in their professional training and the bilateral nature of the process is manifested.

Limitations

The limitations of tutoring in the microuniversity school, leads to insufficiencies in the fulfillment of the objectives set out in the professional model to consistently direct the teaching-learning process, based on a comprehensive diagnosis and the implementation of learning strategies adequate.

Currently students present limitations to assume a leading and active role in setting goals in their own training process because the transmission and demonstration of experiences of the tutor to the student in those areas that the tutor considers most important from her experience and knowledge.

These regularities are contradicted by the mentoring model that is defended, which generates that the potentialities of the students are wasted. contexts to educate the ways of thinking and acting in relation to what is learned and achieved by a professional with a scientific and investigative.

Tutoring in the training of the teacher of Secondary Education has evolved from behaviorist conceptions in practical and theoretical knowledge to the application of a model that has limitations to effectively influence student learning due to the oversizing of the role of the tutor in its design, implementation and control, and the lack of specification of its budgets, contents and procedures for the training contexts and the demands of the professional.

Tutoring as a teacher training process needs to achieve higher levels of concreteness and integration from the definition of a type of tutoring that is consistent with the development conception with a professional approach of the initial training, in the contexts of the micro-university, that responds to the needs and interests of the students, the of the professional model and the tasks of the FLI during the work practice, to influence the modes of professional performance pedagogical.

In the direction of the mentoring process in the training of education professionals in Middle Education careers, in the microuniversity, verifies that tutoring activities are defined from general and empirical conceptions of the tutors, which has limited impact on the learning. This situation indicates the need to seek from theory to guide how to design a tutoring where the components of the management cycle are integrated, consistent with the objectives of the career, the integrative discipline, the particularities of the students and the demands of the professional.

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