The role of the teacher in the tutoring process as an element of quality in Universities (original) (raw)
Related papers
2000
The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT).
Exploring tutors' conceptions of excellent tutoring
Teaching and Learning in (Higher) Education for …, 2007
With high numbers of new casual tutors in the Faculty of Economics and Business each semester, a program that addresses tutors' preparation for teaching is essential. The tutor development program described here is underpinned by a 'communities of practice' model , where tutors engage in activities in order to share and develop their experiences of teaching. This paper discusses one such activity that was used in the early stages of the program to support the development of a shared repertoire about excellent tutoring. Tutors individually identified the characteristics of excellent tutoring and these were then grouped and discussed. The categories of comments addressed many of the recognised principles of excellent teaching, with student-centred aspects at the fore. The exploratory exercise highlights the importance of informal knowledge, and the role of reflective exercises in bringing forth that knowledge.
Marketing of Scientific and Research Organizations, 2021
The article, on the example of Poland and Slovakia, concentrates on the changes taking place in higher education in Central and Eastern Europe. The expectations of contemporary students (Z generation representatives) towards academic education and teaching staff have been analysed, and academic tutoring has been presented as an innovative, though not a new, form of education that perfectly meets these expectations. Based on the collected theoretical material and own experience, the authors have indicated the strengths and weaknesses of academic tutoring and analysed the opportunities of implementing this form of teaching in higher education systems. The subsidiary aim of this paper is to pose a number of questions, which could lead to determining the direction of changes that should be considered in order to incorporate academic tutoring into the teaching activities of the university. Potential difficulties arising at the stage of implementing tutoring have also been presented. Thei...
Reenvisioning and Redesigning Tutoring
Reading & Writing Quarterly
Tutoring is a form of instruction and dialogue that has rarely been researched. This is an unfortunate situation, as so many districts and schools employ and find volunteer tutors who spend an inordinate amount of time individualizing instruction. In fact, tutoring is one of the most neglected aspects of the teaching and learning process and communication acts. Tutoring through dialogic communication is envisioned as a growing form of interaction in the 21st century, as all of the articles and researchers-scholars in this issue would argue, and important for several reasons. First, tutoring gives the teacher-tutor an opportunity to focus on a single individual student, as articles in this special issue illustrate; conversely, it gives the student an opportunity to interface directly and spontaneously with a teacher. This one-on-one communication allows each of the interlocutors an opportunity to participate in a one-to-one dialogue that is unique and different from group talk, although how so has yet to be scientifically scrutinized. With class sizes increasing rapidly, especially in financially limited schools and districts, the one-to-one dialogue time is a treasure of possibilities for learning and hope. Second, the nature of thought and language during tutoring can be uniquely adapted to the context, the text genre, the task at hand, the culture's expectations, or individual and computer processes, as illustrated in all of the articles in this issue, most specifically those by Falk-Ross, Dealy, Porcelli, Hammond, and Evans ("Afterschool Programs for Bilingual Students: Preservice Teachers' Perspectives and Students' Achievement"), Madden and Slavin ("Evaluations of Technology-Assisted Small-Group Tutoring for Struggling Readers"), and Fitzgerald and Palincsar ("Peer-Mediated Reading and Writing in a Digital, Multimodal Environment"). Vygotsky's emphasis on thought as it relates to oral language addressed in Thought and Language and related papers by followers of Vygotsky (e.g., John-Steiner, 2007; Kozulin, 1986) suggests that learners require a time and place to think through ideas (whether it be for writing, e.g., in Horowitz & Wilburn's article; or for reading, as in Slater & Groff's article). Some of these articles give attention to the weaknesses in critical thinking during prereading and prewriting. This journal's articles suggest that the prereading and prewriting times are of paramount importance in formulating ideas, arguments, and interpretations and can be effective in developing the various acts of reading or writing needed for schooling. Tutoring gives students time and guidance to think through ideas and talk about them-prerequisites for learning through text sources. Based on theoretical work by Teun van Dijk in 1980, Horowitz and Wilburn ("Creating a Macrostructure in Academic Writing: Contributions of Tutor-Tutee Interaction to Performing a Text Revision") trace how a college student produces a macrostructure in academic essay writing through dialogic intervention by a tutor that facilitates text revision. Third, this interactive talk can free the learner to explicate ideas that are in print and will help the learner advance his or her thinking, as is demonstrated in Falk-Ross and associates' article. They highlight students' misunderstandings, confusions about texts, and conceptual changes that often occur in the classroom and how these may be resolved through focused interactive negotiation during tutoring. Falk-Ross and associates argue for the value of practice with language-expanding interaction through approaches and strategies that may need to be developed outside of the classroom. The suggestion that teachers use case studies to add to their understanding of how tutoring works in after-school programs is important for educators. This development of individual meaning through interactive talk is also brought forward by Slater and Groff in their article "Tutoring in Critical Thinking: Using the Stases to Scaffold High School Students' Reading and Writing of Persuasive Text," in which they base their unique study of the none defined
Tutor_practices_in_new_HOU_programmes._S (1).pdf
This paper reports on the good practices followed by the tutors of HOU new Master's Programme, entitled “Language Education for Refugees and Migrants” (LRM). After presenting the profile and rationale of LRM, we focus on the online Tutor-Students Sessions (TSSs) and present the tutors' practices before, during and after the programmed TSSs, as well as their practices to support the development of the students' academic literacy. The data is drawn from 10 interviews, ie 8 with LRM tutors, 1 with one module coordinator and 1 with one member of the Digital Course Development Team (DCDT). The findings provide a comprehensive view on the varied practices, techniques and tools used by tutors in dealing with the TSSs as well as in helping students develop academic skills. New insights can thus be gained into the different ways tutors can respond to their students' needs concerning TSSs and the enhancement of their academic literacy.
This paper explains the changes that have emerged in recent years in Europe and Latin America about the universities, and therefore the challenges teachers are faced with, in order to become good tutors. The tutor’s challenges are divided into pedagogical, social, administrative, and technical. The conclusion from reviewing the literature is that there are five main challenges for the tutors, which have to do with the mastery of his subject, creating a learning atmosphere, knowing the administrative processes, having the knowledge for instructional design, and the most complex of all, the efficient use of Information and Communications Technology (ICT).
THE TUTORING PHENOMENON -AN EXPLORATORY STUDY
At the origin of the idea to approach an exploratory study of the social phenomenon of tutoring in Romania, initially was found a series of conclusions who were detached after the debates about the quality of primary and secondary education in Romania, that was held with students from various faculties of the University Center Craiova. From the analyse of the principal press articles with about this subject, posts, commentaries, blogs or even tutoring offers, it retains the attention over the of opinion polarization about the utility in accessing the additional preparation, actuality and the necessity of fiscal requirements of these activities, also the most opinions that were explicated in online by the teachers highlights the immoral character of additional preparation that were hold with their pupils from class. This study does not following to express useless assertions "as value" about the normality of fiscal requirement of any services carried out systematically are bringing additional revenue constant. We are interested to find those areas over which it must intervene to increase the chances for quality education and training the students, given their interest in personal development and professional development.
Rio Revista Internacional De Organizaciones, 2014
Tutoring is a part of the university teaching-learning process and is a basic strategy for improving the student's academic success and professional goals. It is also in line with the policies of the European Union for improving the integration of lifelong guidance into lifelong learning strategies. This article reviews the process of implementing tutorial action plans in Catalan universities, with particular emphasis on the Universitat Rovira i Virgili. The training and functions of tutors, the recognition of the tutoring task and the tools available to tutors at the URV are described.