Curricular tutoring in Mexican elementary school. An analysis of teachersʼ perspective

Abstract

This research report derives from an institutional project, funded by the National Council of Science
and Technology (CONACYT). We analyze the implementation of the tutoring system as an
innovation in the curriculum of elementary education in Mexico. Tutoring is in fact implemented in
2006 on the basis of a previous subject named “Orientation and Tutoring”. It is considered as an
academic strategy for accompanying the students along their education process in order to improve
the quality of such process and the learning outcomes.The study consists of a quantitative and
qualitative 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 groups
served the purpose of collecting qualitative data. Our goal is to analyze the role of the tutor and their
functions, as well as to determine the impact of institutional forms of school organization and
tutoring. The main objectives of this report are: 1) Describe the working and professional conditions
of tutors; 2) Analyze the role of the tutor on the basis of their professional training and their
performance as a tutor; 3) Determine the impact of institutional forms of school organization and
tutoring.