La tutoría en el Practicum. Revisión de la literatura

Authors

Alfonso Cid SabucedoSalto de línea Adolfo Pérez AbellásSalto de línea José A. Sarmiento CamposSalto de línea Universidade de Vigo. Facultade de Ciencias da Educación. Departamento de Didáctica, Organización Escolar e Métodos de Investigación. Ourense, España.

Abstract

Tutoring activity in Practicum. Review of the literature

In the so called «Bolognia Process», teacher education tends to be viewed as a «crosscurricular objective» that each country will implement according to its own needs and conditions. Among other aspects, this process of implementation will affect tutorial action during teaching practice (Practicum) in the new Teacher Education Degrees curricula, leading to teaching degrees. To accomplish the goal as neatly as possible, we show the conclusions of empirical research on the topic. In order to review the empirical literature available, at both national and international levels, we have chosen a qualitative design model, using a «systematic» and «narrative» methodology. Our source of data was composed of 137 research papers selected from the following data bases: Educational Resources Information Centre (ERIC), British Education Index (BEI), Internet Society (ISOC), as well as from the minutes of the ten International Symposiums on Practicum held in Poio (Pontevedra, Spain). After selecting the papers, we proceeded to their «factual» and «descriptive» encoding. The descriptive results reached show, first of all, how tutors benefit from their tutorial activity: professional and personal development, learning (reflection) and work satisfaction. Trainees also obtain benefits: support in their professional development, help in their learning process (reflection) and socialization. In addition, the paper mentions the requirements for tutorial action to be «effective». Among them, setting the limits of tutorial action, a correct selection of tutors and an adequate allocation of trainees, tutors’ education and tutorial strategies. Finally, we mention the methodological and practical limitations of tutorial activity.

Keywords

Tutor, tutorial action, Practicum, teacher education, education, review of the literature.