The teacher as tutor: a challenge for consolidation in the professional practice of guidance.
DOI:
https://doi.org/10.5944/reop.vol.21.num.2.2010.11537Keywords:
educational guidance, tutoring, secondary education, tutor training, roles and functionsAbstract
ABSTRACT
Both the specialised literature and legal provisions in Spain consider educational and professional guidance to be a relevant factor in the quality and improvement of teaching. They likewise specify that the tutorship and guidance of pupils are part of teaching duties and that educational centres are responsible for the coordination of such activities. The achievement of quality is conditioned by the degree of social commitment assumed in this challenge by both educational bodies and social agents. We are convinced that guidance specialists will accept their part of the commitment to contribute to such quality, which represents a challenge and a stimulus for the exercise of the profession. The context of this study is the relevance that guidance and tutoring have acquired in the Educational System set up by the LOGSE, and the importance of in-house training for teachers to improve their tutoring skills. The aim is to provide a measure of support for the guidance work being carried out on a daily basis in public Secondary Schools (IES), consisting in the drawing up of a Training Programme for Tutors in Compulsory Secondary Education. Our conviction is that the efforts of such specialists will be enhanced if the tutors with whom they collaborate, who are key pieces in the development of guidance in these centres, receive suitable training. If the model of intervention by programmes is chosen, the help and support of the tutors is essential for the guidance counsellor to reach all pupils.
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