Publicación: Tutorial competences of the agents responsible for work internships in distance education contexts
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2020-01-30
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info:eu-repo/semantics/openAccess
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Fundación iS+D para la investigación Social Avanzada
Resumen
Aunque existe una amplia investigación centrada en el perfil competencial del/de la tutor/a de prácticas, hay pocos trabajos que contextualicen la tutoría en la educación a distancia. Este estudio aborda la perspectiva tutorial en entornos donde se combina la presencialidad con los contextos virtuales de enseñanza. Las prácticas en la UNED se definen por la multiplicidad de agentes, el/la tutor/a profesional, el equipo docente virtual, y el profesorado tutor/a que, respondiendo a la implantación territorial de esta universidad, se distribuye a través de la red de centros asociados. Esta realidad otorga unas características propias al proceso tutorial. El objetivo del estudio es analizar estos elementos diferenciales desde la óptica de los agentes implicados (tutor/a profesional, profesores/as tutores/as y estudiantes). Para ello, se adoptó una perspectiva cualitativa e interpretativa de los textos generados por los/as participantes a través de entrevistas semiestructuradas. Los resultados evidencian dimensiones estructurales, relacionales y competenciales que definen el papel de las figuras tutoriales en la formación del aprendiz. Partiendo de estas dimensiones, se constata que en la enseñanza a distancia se revelan necesidades tutoriales específicas que demandan un perfil competencial propio y diferencial en ambas figuras (profesor/a tutor/a y tutor/a profesional), siendo por ello necesario realizar una adecuada selección y capacitación previa de los mismos.
Although there is extensive research focused on the competency profile of the internship supervisor (tutor), there are few studies that contextualize distance education tutoring. The study presented here addresses the tutorial perspective in environments where face-to-face is combined with virtual teaching contexts. Work experience or internships at UNED are defined by the multiplicity of agents: the supervisor (professional tutor) in the workplace, the teaching staff (professors / lecturers) in the virtual campus, and the academic tutors at the Associate Centres who, in response to the territorial implementation of this university, are distributed throughout the national network of centres, conferring specific characteristics to the tutorial process. The objective of this study is to examine these differential elements from the perspective of the agents involved (professional tutor, tutor teacher and students). The texts generated by the participants through semi-structured interviews have been analyzed adopting a qualitative and interpretive approach. The results show structural, relational and competence dimensions that define the role of the tutorial figures in the apprentice's training. We found that specific tutorial needs in distance education are revealed, which demand a proper and differential competence profile in both figures (tutor teacher and professional tutor), requiring an adequate selection and previous specialised training.
Although there is extensive research focused on the competency profile of the internship supervisor (tutor), there are few studies that contextualize distance education tutoring. The study presented here addresses the tutorial perspective in environments where face-to-face is combined with virtual teaching contexts. Work experience or internships at UNED are defined by the multiplicity of agents: the supervisor (professional tutor) in the workplace, the teaching staff (professors / lecturers) in the virtual campus, and the academic tutors at the Associate Centres who, in response to the territorial implementation of this university, are distributed throughout the national network of centres, conferring specific characteristics to the tutorial process. The objective of this study is to examine these differential elements from the perspective of the agents involved (professional tutor, tutor teacher and students). The texts generated by the participants through semi-structured interviews have been analyzed adopting a qualitative and interpretive approach. The results show structural, relational and competence dimensions that define the role of the tutorial figures in the apprentice's training. We found that specific tutorial needs in distance education are revealed, which demand a proper and differential competence profile in both figures (tutor teacher and professional tutor), requiring an adequate selection and previous specialised training.
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Ejemplar dedicado a: Redes Sociales y Fenómenos Comunicativos: aplicación, análisis y metodologías de investigación
Categorías UNESCO
Palabras clave
initial training, formación inicial, practical training, formación práctica, tutorial action, acción tutorial, communication and collaboration, comunicación y colaboración, supervision and follow-up, supervisión y seguimiento, tutorial competences, competencias tutoriales, digital competence, competencia digital
Citación
Martín-Cuadrado, A. M., González-Fernández, R., Méndez Zaballos, L., & Malik Liévano, B. (2020). Competencias tutoriales de los/as responsables de prácticas profesionales en contextos de enseñanza a distancia . Revista Prisma Social, (28), 176–200. Recuperado a partir de https://revistaprismasocial.es/article/view/3385
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Facultad de Educación
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Didáctica, Organización Escolar y Didácticas Especiales