Tutoring as Evidence of a Reflective Practice: A Case Study
This paper defines the steps designed to follow the learning process of students through tutoring, at a faculty of sciences. The main objective of the tutorial program is to assess competence by evaluating both the activity and the learning, in short, autonomy. The Tutorial Program (TP) is organized...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/25020 |
| Acceso en línea: | http://hdl.handle.net/10256/25020 |
| Access Level: | acceso abierto |
| Palabra clave: | Tutors i tutoria (Educació) Tutors and tutoring |
| Sumario: | This paper defines the steps designed to follow the learning process of students through tutoring, at a faculty of sciences. The main objective of the tutorial program is to assess competence by evaluating both the activity and the learning, in short, autonomy. The Tutorial Program (TP) is organized through a tutor who connects with the students through a set of activities: general tuition, E-tuition (via questions in a validated questionnaire on reflective learning) and concerted tuition (via open-ended questions). The tutorial plan improves the students’ feedback with the university and other students, and the reflective type questionnaire encourages students to think about the process of learning, especially self-planning and self-regulation |
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