Open AccessFORMACIÓN DE TUTORES EN EL NIVEL SUPERIOR CON EL MODELO PARA EL DESARROLLO Y EVALUACIÓN DE COMPETENCIAS ACADÉMICAS
Author(s) -
Ana Cecilia Macías-Esparza,
Teresa de Jesús Cañedo-Ortiz,
Daniel Eudave Muñoz,
David Alfonso Páez
Publication year - 2018
Publication title -
cadernos de educação, tecnologia e sociedade
Language(s) - English
Resource type - Journals
ISSN - 2316-9907
DOI - 10.14571/brajets.v11.n2.262-274
Subject(s) - argumentation theory , reflection (computer programming) , action (physics) , face (sociological concept) , psychology , basic education , pedagogy , mathematics education , medical education , humanities , sociology , computer science , medicine , art , philosophy , physics , social science , epistemology , quantum mechanics , programming language
Most Institutions of Higher Education (IHE) in Mexico have implemented ambitious tutoring programs since 2000 to face, among others, the problems of failing, dropping out and low terminal efficiency, as well as to contribute to the integral formation of students. The implementation of these programs has not been easy and the results obtained so far have been limited. One of the challenges to face is the training of teachers so that they can perform the role of tutors. In the present text, the results of a training proposal for tutors are analyzed following the principles of the Model for the Development and Evaluation of Academic Competencies (M-DECA), which seeks, from the reflection and self-evaluation of the participants, the rethinking of the Tutorial Action Plans (TAP) in a teacher training school for basic education in the city of Aguascalientes, Mexico. The program was offered in combined environments with the support of the Moodle platform, promoting the discussion and argumentation of the participants. The results show the awareness of the tutors about their role and the need to have better skills and possible ways to improve their tutorial action plan.