The tutoring as democratic space. A view from student teacher’s voice
DOI:
https://doi.org/10.5944/reop.vol.28.num.1.2017.19360Keywords:
tutorial action, participation, democratic school, guidance.Abstract
ABSTRACT
In this paper, it is presented a study in which we reflect on tutorial action understood as the first field of orientation in schools that are committed to the training of citizens and more just and democratic society. The work is based on the principles of the qualitative research that seeks to put first the interpretation that students realize about its tutoring experience. 41 students of Tutorial Action of the Grade in Teaching in Early Childhood Education at the University of Cantabria have participated in this study. It has carried out the data collection process through the combination of two strategies: Diamond-9, its own visual research methodology, and the construction of written narratives. The main results about the conceptualization of the tutorial action are: a restricted use in a time and space (the time of tutoring); linked to the work of the tutor, who does not always assume or know how to develop this role; the content does not clearly defined and its scope of action is limited to students, forgetting other contexts and agents (families, teachers and community). To sum up, the schools should initiate processes of dialogue, formation and action to understand the Tutorial Action as a shared task which offers spaces to dialogue and participation with students, families and local community.
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