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 diversas y muy particulares necesidades. A partir de esta inquietud se buscó explorar cómo tutoras y tutores ejercen su rol como tales, considerando que su formación inicial está dirigida a su especialización como docente 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 sobre su desempeño como tutor es el propósito de esta investigación.
The aim of this research is to contribute to the educational quality analysis and discussion, having the high school teacher as the main focus, regarding their skills and performance at tutoring within the educational institutions. Among the actions performed by the teachers with special emphasis in their role of tutors are to educate, to prevent risk situations, to reflect and to work as a team. However, many teachers note that, in their classroom daily activity, they lack the tools and knowledge to guide their students, each of whom have very particular and different needs. Based on this concern, we explored how teachers in their role of tutors exercise this function, considering that their initial training addressed the specialization of a specific area of knowledge, and not the tutoring area. In that sense, each teacher’s tutoring skills are built later at their graduate studies, and specially, as a result of their experience tutoring. The purpose of this study is the identify how these skills have an influence over their performance as tutors.
The aim of this research is to contribute to the educational quality analysis and discussion, having the high school teacher as the main focus, regarding their skills and performance at tutoring within the educational institutions. Among the actions performed by the teachers with special emphasis in their role of tutors are to educate, to prevent risk situations, to reflect and to work as a team. However, many teachers note that, in their classroom daily activity, they lack the tools and knowledge to guide their students, each of whom have very particular and different needs. Based on this concern, we explored how teachers in their role of tutors exercise this function, considering that their initial training addressed the specialization of a specific area of knowledge, and not the tutoring area. In that sense, each teacher’s tutoring skills are built later at their graduate studies, and specially, as a result of their experience tutoring. The purpose of this study is the identify how these skills have an influence over 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. http://hdl.handle.net/20.500.12833/2320