Characteristics, difficulties and training needs of tutor-teachers in infant and primary education schools in the province of Castellón
DOI:
https://doi.org/10.5944/reop.vol.16.num.2.2005.11371Keywords:
tutorship, tutor-teacher, tutor characteristics, teachers training, formative gaps, infant and primary educationAbstract
ABSTRACT
A representative sample of 100 teachers from 38-statefunded infant and primary schools in the province of Castellón was used in the study. We adapted the procedure based on grounded theory in order to classify replies. Although a very high percentage (88%) of teachers consider themselves to be sufficiently well trained, more than half (58%) stated that they had not received specific training. The role of tutor demands a wide range of good characteristics in the teacher, and in particular they have to be experts in interpersonal relationships and be absolutely dedicated to their jobs. The main difficulties are considered to be relationships with parents and lack of time. Tutors report a need for more practical training and psychopedagogical knowledge. Practically all categories have been affected by some school or teacher factor, in particular, the category covering the communicating and negotiating element of the role of tutor, and this referring to not having any difficulties.
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