La acción tutorial en el contexto del Espacio Europeo de Educación Superior

Abstract

The new European Higher Education Area imposes a number of requirements on the traditional teaching-learning process that should trigger certain important considerations in university teachers concerning their means and ways, in particular those related to their tutoring functions, as a result of the very spirit on which the new educational framework is based. Under this view, the teacher is no longer the one and only source of information for the student, and becomes a collaborator, a guide, and a facilitator of learning strategies.

In this paper we intend to highlight the relevance of tutoring, a lifelong activity for teachers which, if carried out in a coherent manner, is undoubtedly an efficient educational means that enables students to cope with intellectual work involving new techniques and information resources, as well as to produce and manage their own learning plans.

We provide both general and specific attitudes and qualities that define the ideal tutor, along with those models and techniques that we consider more appropriate for achieving effective, successful tutoring, focusing on the interests of students in terms of personal and professional learning.