Teachers' Tutorial Competence at a National University of Lima: Potential and Limitations

Abstract

Nowadays, in our present context, various needs arise from young people, who require the support of a tutor, even at a higher education level. The objective of this study was to describe the tutorial competence in tutor teachers at a national university in Lima. This research was carried out using a mixed approach, predominantly qualitative, descriptive level and case study design. The sample consisted of 20 students from the Faculty of Social Sciences, in addition to 4 tutor teachers in the third year of said faculty. For the field work, four instruments were administered: a questionnaire, addressed to the students; two semi-structured interview guides: one, aimed at the tutor teachers and the other, at the students; and a documentary analysis guide, aimed at the institution's regulations. Among the results, the inexistence of the role of the tutor stands out from the perception of the students, who expressed the need to have a specialist who fulfills this function. In addition, assertive communication, collaborative work and conflict resolution are skills that are part of the tutorial competence that are not adequately developed in teachers who exercise this role. Likewise, the influence of emotions emerged as an emerging category that can influence the tutor-tutor relationship. In conclusion, the tutorial competence has not been effectively formed in the teachers who assume the role of tutors nor does it meet the profile expected by the students.