FORMATION NEEDS IN TUTORING AND GUIDANCE OF SECONDARY EDUCATION TEACHERS IN THEIR INITIAL TRAINING

Abstract

The quality of secondary education teachers’ initial training in their tutoring and guidance role is guaranteed by the training process. The purpose of the study presented in this paper was to analyze whether the current initial training provides a psycho-pedagogical quality to future tutor teachers and their expectations in relation to the tutorial function as a future secondary school teacher. A mixed approach was used, with a descriptive and analytical purpose, through the analysis of documents and a survey. Catalonia’s training programs, since the academic year 2023-2024, were selected to carry out this document analysis, and 307 students of the Master Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas of Universitat de Barcelona of the same year participated in the study. The data analysis was carried out at two levels: a first comparison of the characteristics of structure and content between the training programs and a statistical study of the survey information. The results of the research show two key issues: initial training in tutoring and guidance is scarce, varied and without consensus among 12 training programs; and the current model of the master’s training is more focused on the discipline than on pedagogical training. Finally, there is a great lack of knowledge of tutorial action and of the competencies that future tutor teachers should develop.