The consensual coordination of pedagogical practices between tutors and teachers
DOI:
https://doi.org/10.5944/ried.1.15.783Keywords:
distance education, teachers, distance tutorsAbstract
This article examines distance education (DE) and the conceptualization of mentoring activities. It focuses on giving ‘new meaning’ to the teacher’s role in the modern educational context. Interviews were carried out with teachers and tutors who teach subjects in the
distance education modality. These interviews were then analyzed using “discursive textual analysis” as its premise. This is a technique that promotes dialogue between research subjects and academics (the latter of which help finance research). In addition, the article highlights the need to look beyond “individual work” and the “recognition of differences as a form of complementariness”. It focuses on the implementation of training programs for professors and tutors, namely those who promote new ways of doing collaborative work and that aid the management of a pedagogical praxis. Undertaking research on distance education practices and activities is, thus, a means of both validating certain evidences and also overcoming limitations.
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