Creencias de un grupo de docentes de Educación Secundaria sobre el rol del tutor en el acompañamiento tutorial, en una institución educativa pública de Lima Metropolitana
Fecha
2025
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Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tuvo como objetivo explorar las creencias de un grupo de docentes de educación secundaria de un colegio público de Lima Metropolitana sobre el rol del tutor en el acompañamiento tutorial. La metodología utilizada fue cualitativa y con diseño fenomenológico. Para recoger información se utilizó entrevistas semiestructuradas, realizadas a 7 docentes de un colegio público. Los resultados se organizaron en tres apartados. El primer apartado, características del rol tutorial para un acompañamiento exitoso: se da a conocer las creencias que tienen los docentes sobre las características del rol tutorial y que les permite desarrollar un acompañamiento exitoso. En el segundo apartado, los aportes y retos que exige el acompañamiento tutorial: se presentan los beneficios que se obtienen del espacio tutorial, así como los retos de dicha labor. En el tercer apartado, la influencia del COVID–19 en el rol tutorial: se plasmó cómo ha influido la pandemia por el COVID–19 y los cambios que ha supuesto para los tutores. En tal sentido, la investigación proporcionó los siguientes hallazgos: las características principales percibidas por los docentes son: empatía, confianza y cercanía; tres aportes significativos de las tutorías: espacio de socialización, facilitan el trabajo preventivo y contribuyen al desarrollo integral del estudiante; retos que se presentan en la labor del tutor: trabajo con familias, avances tecnológicos y caer en el error de encasillar a los estudiantes; principales impactos ocasionados por la pandemia por el COVID–19: estudiantes afectados emocionalmente por el duelo abrupto, adaptación un contexto virtual y tutorías en un contexto nuevo y adverso.
This research aimed to explore the beliefs of a group of secondary education teachers from a state school in Metropolitan Lima about the role of the tutor in tutorial accompaniment. The methodology used was qualitative and with a phenomenological design. To collect information, semi-structured interviews were used, conducted with 7 teachers of a state school. The results were organized into three sections. The first section, characteristics of the tutorial role for a successful accompaniment: the beliefs that teachers have about the characteristics of the tutorial role that allow them to develop a successful accompaniment. Contributions and challenges required by the tutorial accompaniment: the benefits obtained from the tutorial space are presented, as well as the challenges of this work. Influence of COVID–19 in the tutorial role: it reflected how the COVID–19 pandemic has influenced and the changes it has meant for the tutors. The research provided the following findings: the main characteristics perceived by teachers are: empathy, trust, and closeness; three significant contributions from the tutorials: socialization space, facilitating preventive work, and contributing to the integral development of the student; challenges that arise in the tutor's work: work with families, technological advances and falling into the error of encasing students; main impacts caused by the COVID-19 pandemic: students were emotionally affected by abrupt grief, adaptation to a virtual context and strengthening tutoring to a new and adverse context.
This research aimed to explore the beliefs of a group of secondary education teachers from a state school in Metropolitan Lima about the role of the tutor in tutorial accompaniment. The methodology used was qualitative and with a phenomenological design. To collect information, semi-structured interviews were used, conducted with 7 teachers of a state school. The results were organized into three sections. The first section, characteristics of the tutorial role for a successful accompaniment: the beliefs that teachers have about the characteristics of the tutorial role that allow them to develop a successful accompaniment. Contributions and challenges required by the tutorial accompaniment: the benefits obtained from the tutorial space are presented, as well as the challenges of this work. Influence of COVID–19 in the tutorial role: it reflected how the COVID–19 pandemic has influenced and the changes it has meant for the tutors. The research provided the following findings: the main characteristics perceived by teachers are: empathy, trust, and closeness; three significant contributions from the tutorials: socialization space, facilitating preventive work, and contributing to the integral development of the student; challenges that arise in the tutor's work: work with families, technological advances and falling into the error of encasing students; main impacts caused by the COVID-19 pandemic: students were emotionally affected by abrupt grief, adaptation to a virtual context and strengthening tutoring to a new and adverse context.
Descripción
Palabras clave
Tutoría (educación), Docentes, Educación básica secundaria, Lima Metropolitana, Área (Perú), Educación
Citación
Martinez, N. (2025). Creencias de un grupo de docentes de Educación Secundaria sobre el rol del tutor en el acompañamiento tutorial, en una institución educativa pública de Lima Metropolitana [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2791
