Competencias tutoriales y su influencia en el desempeño docente de las y los tutores de secundaria de una institución educativa privada de Lima, en el año 2019
Fecha
2021
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Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación busca aportar al análisis de la calidad educativa, teniendo como foco principal al docente del nivel secundario, en lo que respecta a sus competencias y desempeño en el ejercicio de la tutoría al interior de las instituciones educativas. Formar, prevenir situaciones de riesgo, reflexionar, trabajar en equipo, son algunas de las acciones que el docente realiza con especial énfasis en su rol como tutor. Sin embargo, en el día a día del trabajo en el aula, muchos docentes señalan que les faltan las herramientas y conocimientos para acompañar a sus estudiantes, cada uno de los cuales tiene necesidades diversas y muy particulares. A partir de esta inquietud se buscó explorar cómo tutoras y tutores ejercen su rol, considerando que su formación inicial está orientada a su especialización como docentes en un área del conocimiento, mas no como tutores. En ese sentido, las competencias tutoriales que cada docente posee se van construyendo en función de su formación posterior (posgrado) y, sobre todo, como resultado de su experiencia en esta labor. Identificar cómo estas competencias influyen en su desempeño como tutor es el propósito de esta investigación.
The aim of this research is to contribute to the analysis and discussion of educational quality, focusing on high school teachers, specifically regarding their skills and performance in tutoring within educational institutions. Among the actions that teachers perform, with special emphasis in their role as tutors, are educating, preventing risk situations, reflecting, and working as a team. However, many teachers report that, in their daily classroom practice, they lack the tools and knowledge needed to support their students, each of whom has unique and very specific needs. Based on this concern, this study explores how teachers perform their tutoring role, considering that their initial training is aimed at their specialization in a subject area, but not in tutoring. In this sense, teachers’ tutoring skills are built later through graduate studies and, above all, as a result of their practical experience in this role. The purpose of this study is to identify how these skills influence their performance as tutors.
The aim of this research is to contribute to the analysis and discussion of educational quality, focusing on high school teachers, specifically regarding their skills and performance in tutoring within educational institutions. Among the actions that teachers perform, with special emphasis in their role as tutors, are educating, preventing risk situations, reflecting, and working as a team. However, many teachers report that, in their daily classroom practice, they lack the tools and knowledge needed to support their students, each of whom has unique and very specific needs. Based on this concern, this study explores how teachers perform their tutoring role, considering that their initial training is aimed at their specialization in a subject area, but not in tutoring. In this sense, teachers’ tutoring skills are built later through graduate studies and, above all, as a result of their practical experience in this role. The purpose of this study is to identify how these skills influence their performance as tutors.
Descripción
Palabras clave
Tutoría, Profesores, Competencias básicas, Educación básica secundaria, Lima, Educación
Citación
Yañez, N. (2021). Competencias tutoriales y su influencia en el desempeño docente de las y los tutores de secundaria de una institución educativa privada de Lima, en el año 2019 [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2320