La tutoría en la formación de maestros

Abstract

In this article the results of an exploratory study regarding tutoring in graduate of the National Pedagogic University are described. Four levels of analysis (discursive, regulatory, operational and daily), which identify the scope and challenges of mentoring teachers in educational development formation, are used. Among the results highlight the identification of inconsistencies between the discursive, regulatory, operational and daily levels of mentoring. The existence of contradictory discourses are identified, with a lack of support and recognition of mentoring; no definition of the tutor profile; confusion between the notions of tutor and advisor; and lack of mechanisms for training to perform their tasks tutor. As for the conclusions tutoring is identified as a key factor to potentiate the learning of students; however, attention to the aspect of school performance is limited.