Curricular tutoring in Mexican elementary school. An analysis of teachersʼ perspective
Journal for Educators, Teachers and Trainers,
2013, Volume 4, Issue 2, Pages -
AbstractThis research report derives from an institutional project, funded by the National Council of Scienceand Technology (CONACYT). We analyze the implementation of the tutoring system as aninnovation in the curriculum of elementary education in Mexico. Tutoring is in fact implemented in2006 on the basis of a previous subject named �SOrientation and Tutoring⬝. It is considered as anacademic strategy for accompanying the students along their education process in order to improvethe quality of such process and the learning outcomes.The study consists of a quantitative andqualitative data analysis provided by an inquiry of 151 teachers from 18 different schools.Quantitative data collection was carried out by means of a questionnaire, and three focus groupsserved the purpose of collecting qualitative data. Our goal is to analyze the role of the tutor and theirfunctions, as well as to determine the impact of institutional forms of school organization andtutoring. The main objectives of this report are: 1) Describe the working and professional conditionsof tutors; 2) Analyze the role of the tutor on the basis of their professional training and theirperformance as a tutor; 3) Determine the impact of institutional forms of school organization andtutoring.
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