Tutorial Teaching Research Articles

The pivotal role of clinical tutorial teaching in knowledge construction.

Students' new knowledge is gradually built up in the context of the task for which it is required and consolidated by applying it to clinical cases. As students see more and more clinical cases the knowledge emerges from an associative mesh of different levels of understanding. During tutorial clinical teaching, residents should be gradually exposed to an increasing range of real-world learning tasks and increasing levels of complexity. This exposure allows them to gradually develop shortcuts in the retrieval of their knowledge. This commentary provides a rationale for the construction of knowledge and the pivotal role that clinical tutorial teaching plays in this task.

The Impact of Online Education on Gifted Mathematics Students from Different Family Backgrounds

Goal 4 of the United Nations Sustainable Development Goals emphasizes ensuring inclusive and equitable quality education to achieve sustainability. It is well known that gifted mathematics education is crucial, but teachers for gifted mathematics education are extremely scarce. The promotion of sustainability in gifted mathematics education on a large scale is an important issue to ensure equity and quality in education. Mathematical competitions have always been an important method for gifted education and have received widespread attention from students and parents. Many high school students prepare for these competitions through extracurricular gifted mathematics tutoring. With the advancement of science and technology and the outbreak of the COVID-19 pandemic in 2020, many tutoring courses have gradually turned to online courses. Online gifted mathematics education has become a model for developing gifted education. In this study, we conducted an in-depth analysis of the learning patterns, grades, and family backgrounds of students participating in mathematics competitions in 10 key high schools in Liaoning Province from 2018 to 2024. The research results are as follows: (1) Before the COVID-19 pandemic, extracurricular gifted mathematics education primarily consisted of offline courses. During the COVID-19 pandemic, online learning resources developed rapidly and became prevalent, while offline education decreased. (2) Students from high-income families preferred offline courses when participating in extracurricular gifted education tutoring for mathematics. In contrast, students from middle- and low-income families were more inclined to choose online courses. Household registration and the place of residence had a weak correlation with the time spent participating in online gifted mathematics education. Among the influencing factors, material resources such as computers, smartphones, and broadband internet had a significant mediating effect. (3) With the advent of online education, the correlation between mathematics competition achievements and family income significantly decreased. However, students from rural families face challenges in accessing online education due to a lack of material resources consequent to the COVID-19 pandemic, resulting in lower mathematics competition achievements. The results show that online gifted education in mathematics breaks through the limitations of time, space, and resources; solves the problem of scarce teaching staff; and helps promote a comprehensive strategy for sustainable development in gifted education. At the same time, issues such as the digital divide, insufficient hardware, and limited internet access still need to be addressed.

Ценностно-смысловые характеристики тьюторской позиции педагога

The relevance of the research is due to the trends developing in the Russian education that are connected with updating the approaches and principles of the pedagogical activity based on tutorship ideas. The formation of a new pedagogical profession of a tutor in mass educational practice has objectified the problems associated with a unified understanding of the key categories of tutoring by the pedagogical community. These categories determine the essence and peculiarities of professional tutoring. The purpose of the study is to identify the axiological characteristics of the teacher with a tutor’s viewpoint, revealing the specifics of the tutor’s interaction with students and distinguishing the profession of a tutor among other pedagogical professions. The following methods (tools) were used: the review of psychological and pedagogical literature, content analysis, comparison, juxtaposition, generalization, schematization and systematization of the materials on the problem under analysis. The research methodological basis is built on scientific works considering the categories ‘viewpoint’ and ‘professional viewpoint’, studying the essence and peculiarities of the teacher’s tutoring viewpoint. Results: the concept of the ‘viewpoint’ is defined as a system of opinions, principles, and a person’s attitudes to certain aspects of reality, manifested in their behavior and actions. One of the significant aspects of a person’s position is their professional views, which determine the trajectories of life and the professional path. The comparative analysis of researchers’ views on the professional viewpoint in the aspect of one’s pedagogical activity has made it possible to identify the correlation between the pedagogical viewpoint and the level of one’s professional development. The teacher’s viewpoint based on the ideas of tutorship is considered as a specific culture of the pedagogical activity grounded on the ideas of anthropologization and individualization of education. The author proposes the understanding of such categories as ‘a teacher as a tutor’, ‘a teacher with a viewpoint of a tutor’, ‘a teacher with the tutor competence’. On this basis the study distinguishes the principal vectors of one’s professional development in the field of tutoring. Main conclusions: the singled out and theoretically substantiated axiological characteristics of the teacher with a tutor’s viewpoint allow it to be identified among other pedagogical positions and roles as well as to determine the place and purpose of the new profession of a tutor in modern education. Practical significance: the results obtained can be used as meaningful and axiological guidelines in the construction of a system of vocational education in the field of tutoring and the development of educational programs for the professional training of tutors.

Analisis Kompetensi Andragogi Tutor Pendidikan Kesetaraan dalam Pembelajaran di Sanggar Kegiatan Belajar (SKB) Kota Medan

This research aims to analyze the competence of equal education tutors in the Medan City Community Learning Activity Studio (SKB). The type of research used is qualitative descriptive research. There were 3 subjects in the research, namely tutors in the equivalency program. The data collection techniques used were observation, interviews and documentation. Data analysis techniques are data reduction, data presentation and drawing conclusions. The validity of the research includes source triangulation and technique triangulation. The research results show that tutors have shown significant efforts in understanding the characteristics and needs of students by approaching them directly and identifying individual habits and needs. Mastery of educational principles can also be seen through the tutor's efforts to integrate educational principles in learning by creating an active and interesting class atmosphere. In terms of curriculum development, tutors collaborate with external parties to ensure the relevance and effectiveness of the curriculum according to student needs, by paying attention to basic principles such as relevance and efficiency. The learning strategies implemented, including discussion methods and the use of simple language, succeeded in increasing students' understanding. Apart from that, tutors are able to create interactive, fun and challenging learning situations. Mastery of conventional learning media is good, but use of information and communication technology (ICT) varies, with some tutors facing technical and infrastructure obstacles. Finally, assessments are carried out using various tools, both tests and non-tests, to ensure fair and objective learning outcomes.

Модель компетенций, в том числе цифровых, специалистов сопровождения образовательных проектов (тьюторов) в системе дополнительного профессионального образования на примере АНО ВО «Университет Иннополис»

The study aims to design, develop, and test a Competency model, including digital competencies, for educational project support specialists (tutors) in the system of additional professional education. The paper examines the organization of tutoring support in the context of additional professional education. The study identifies the stages of tutoring support, determines the specifics of the work of tutors in an additional professional education organization, and highlights the clusters and spheres of competencies for tutors. The scientific novelty lies in the fact that the developed Competency model for the first time includes Digital Competencies and Self Competencies, alongside Hard and Soft Competencies. As a result of the study, the specifics, features, and possibilities of tutoring in additional professional education in the context of digital transformation of education are identified, clusters and spheres of competencies for tutors are highlighted, and the levels of competence mastery are determined. The conducted analysis of tutoring activities allowed for the development of the Competency model, including digital competencies, for educational project support specialists (tutors) in the additional professional education system.

The Mediating Role of Creativity in the Relationship Between Organizational Leadership and Emotional Intelligence on the Performance of Equality Education Tutors

The Mediating Role of Creativity in the Relationship Between Organizational Leadership and Emotional Intelligence on the Performance of Equality Education Tutors

Teacher Education during the COVID-19 Pandemic: Tensions and Challenges of Initial Teacher Training Practices

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad.

Tutors’ Responses to Student Disclosures: From “Suicidal Ideation to “Feeling a Little Stressed”

Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires and analysed by reflexive thematic analysis. Our findings showed that our participants believed they were positioned vulnerably between a rock and a hard place. At the rock, tutors were told to follow university guidelines and refer distressed students to over-loaded course coordinators or over-subscribed support services. At the hard place, tutors were often the first to be disclosed to, because of their front-facing positioning at the university and once they had heard the disclosure felt it was unethical not to try and help. Tutors believed they could assist students with personal challenges if their precarious positioning within the university was protected and strengthened and if appropriate support was provided by their university through training, time, and remuneration. Findings have implications for higher education providers to reconsider how tutors are supported to support students.

PGSD Student Internship Program in The Framework of The MBKM Curriculum (Study of Internship Implementation in The Ngada Region, East Nusa Tenggara)

This research aims to describe: 1) Preparation for internships, 2) Implementation of internships, 3) Evaluation of internships in the PGSD STKIP Citra Bakti Ngada Study Program. 4) Reveal how the internship program can strengthen the competencies of prospective elementary school teachers. This type of research is qualitative research, with a descriptive design, and uses a phenomenological approach. Data collection methods use questionnaires, interviews and observation. The informants for this research were students of PGSD STKIP Citra Bakti Ngada class of 2020, DPM (Internship Supervisor) and tutor teachers. The data analysis method uses interactive analysis by means of data reduction, data presentation and data verification. The results of this research are: 1) Preparation for the internship in the PGSD STKIP Citra Bakti Ngada study program has been carried out well, students have carried out registration procedures in accordance with the provisions, the DPM (internship supervisor) also provides debriefing to students before being sent to partner schools so that students understand and understand the purpose of holding an internship program. 2) The implementation of the internship program for students of the PGSD STKIP Citra Bakti Ngada study program class of 2020 is in accordance with the guidelines in the internship handbook. 3) Partner elementary schools and DPM provide a joint evaluation at the end of the program 4) Implementation of an internship program for students of the PGSD STKIP Citra Bakti Ngada study program can strengthen the competency of prospective elementary school teachers because, judging from the SKGP (competency standards for novice teachers), it turns out that the competency of novice teachers is also possessed and found in students participating in the internship program as prospective teachers when carrying out the internship program at partner elementary schools. From the results of the research conducted, it can be concluded that the internship program carried out by PGSD STKIP Citr Bakti Ngada study program students runs in accordance with procedures and guidebooks. This internship program can also strengthen the competency of prospective elementary school teachers.

Unemployed Biotechnology Graduates: Need of Modernization of Education and Training in Tunisia

Biotechnology is a priority higher education and economical sector for Tunisia. However, there is an ever-increasing unemployment rate of the biotechnology graduates in the country. Indeed, this huge problem warrants immediate attention and necessary actions from various stakeholders. This study presents the results of a benchmarking visit, which was arranged by Tampere University of Applied Sciences (TAMK) in Finland, as part of 'BiotechTunisia' Erasmus+ project entitled ‘Modernization of Biotechnology training for better employability of graduates in Tunisia’. There are four Tunisian and three European partners in this project that leads to modernization of skills of teachers, researchers, and students to improve employment and opportunities for entrepreneurship of young graduates in Tunisia. The project aims to modernize the education and the scientific research in the biotechnology field. During this benchmarking visit, Tunisian partners attended seminars, workshops, visited advanced learning facilities, participated to many group discussions, learned about teacher tutoring concept, and student counselling method. Delegation learned about new learning methodologies, pedagogy, and soft skills of students, which could be replicated in their home country education system. The benchmarking visit is seen as an opportunity for Tunisian partners to transfer the good practices from Finland to their home country. Tunisian delegates agree that the learnings could have a positive impact in their education system in coming years towards modernization of education and training of biotechnology students.

Adopting Lesson Study on Job Training in Toyama School Japan to Biology Education School Field Introduction Program

Lesson study is applied as a method to improve the teaching skills of prospective teachers when teaching practice in schools. Indonesia uses the term School Field Introduction (PLP) for practical teaching activities in schools, while in Japan, the term On Job Training (OTJ) is used. This study aims to analyze the differences in lesson study methods practiced in universities in Indonesia and Japan, then adapts the lesson study method OTJ to apply in the PLP II course. The research method was carried out by direct and indirect observation. Indirect observation is through the YouTube channel of lesson study practices on PLP II at one of the universities. Direct observation and in-depth interviews were conducted with OTJ at Japan's Affiliated Toyama University Junior High School. The adaptation of the Japanese OTJ was carried out in three stages. The first was conducted in two schools in Jakarta and Depok, involving two teachers and eight students. The second and third were conducted in one school in Depok, involving one teacher and four students. The study results show differences between lessons developed in Indonesia and Japan. OTJ in Japan emphasizes collaboration and cooperation among prospective teacher in improving teaching skills. Meanwhile, in PLP in Indonesia, the emphasis is on collegiality among prospective teachers, tutor teachers, and supervisor lecturers. Applying the Japanese OTJ to PLP II in Biology Education showed that this method can increase prospective teacher-students’ confidence, improve creativity in teaching methods and media.

LA PANDEMIA COVID-19 ¿QUÉ NOS DEJÓ EN EDUCACIÓN MÉDICA?

The pandemic forced changes in the way we teach. The effect of these on medical training has not yet been measured. Some of these changes are positive, such as tele learning, and can be incorporated into post-pandemic teaching. Tele teaching is a complementary tool for teaching, useful if its use is limited. There are no measurements to solidly substantiate the above, they are only opinions of experts, teachers, and students. Face-to-face, individualized, tutorial teaching continues to be the most important teaching method for both undergraduate and postgraduate students.

Exploration of the Construction Path of Career Education Tutor Bank in Primary and Secondary Schools from the Perspective of Out-of-school Resource Integration

Exploration of the Construction Path of Career Education Tutor Bank in Primary and Secondary Schools from the Perspective of Out-of-school Resource Integration

Transferable critical thinking skills of culinary and fashion students in educational practical activities at Vocational Schools

Efforts to continually develop the potential and skills of future teachers are crucial due to the increased demands placed upon them. This study aimed to examine the critical thinking abilities of students engaged in educational practice within vocational high schools, elucidating the challenges they encountered and proposing requisite strategies for surmounting them. Employing a quantitative descriptive approach, this research utilized surveys and focus group discussions (FGDs) as data collection instruments, validated through content validity measures. The study employe ,;d students from the Department of Food and Clothing Education at the Faculty of Engineering, Universitas Negeri Yogyakarta, participating in Educational Practices within the Tourism Group Vocational High School, alongside tutor teachers guiding them. Analysis revealed that students exhibited commendable levels of critical thinking, evidenced by their adeptness in identifying information within the school environment, searching for information to analyze prevailing issues, and discerning various problems. Notably, the predominant obstacle impeding critical thinking proficiency was Sociocentrism, with a notable majority (61.64%) identifying unwarranted assumptions stemming from mass media sources (41.10%), and relativism due to deficient literacy skills, leading to closed-mindedness (31.51%).

Validation of a self-perception instrument regarding the experience associated with simulated interprofessional hospital clinical practice

Introduction: clinical simulation is a training method that recreates safe and controlled clinical situations that help develop professional skills and promotes interprofessional collaborative practice through the development of specific competencies.Objective: determine the metric properties of a self-administered questionnaire that accounts for the level of satisfaction with simulated in-hospital clinical practice.Methods: based on expert opinion, an instrument was created that consisted of three dimensions. For statistical validation, it was applied to 291 students belonging to 6 careers distributed in three regions of Chile. Cronbach's Alpha was determined by dimension, in addition to performing a factor analysis to finally develop a standardized index for analysis.Results: a Cronbach's Alpha was obtained in the dimension of Satisfaction with the role of the tutor teacher of 0,928, in that of Satisfaction with the role of the actor/actress of 0,89 and in Satisfaction with the organization and equipment of the CISH of a 0,904. The Factor analysis confirmed the relevance of the questions within the three established dimensions.Conclusions: the developed instrument presented a high internal consistency, being a valid instrument to be applied to students in the area of health sciences in Chile

The Profile of the Tutor Teacher in Higher Education: A Qualitative Analysis

Currently, society demands from higher education young graduates capable of entering the world of work possessing skills that allow them to develop fully in professional life, the university will therefore be responsible for preserving personal integrity, motivation, orientation towards improvement, permanence and academic perseverance of young people who enter the university, in which the tutor teacher plays a fundamental role as long as the established tutoring is action-oriented and this can be known by analyzing the qualitative aspects of tutoring, the framework of communication, empathy and collaboration that the tutor teacher develops is his daily work, which will allow the academic quality of the students to be raised through this process of group and personalized accompaniment. To prepare the state of the matter, various materials were consulted such as theses, research, refereed articles and presentations, all by Mexican and foreign authors, publications were found that will serve to prepare the state and cited authors and others were consulted in a more superfluous manner. publications that were discarded due to their lack of relevance to the project. This information will be presented by the author emphasizing the relevance for the research, with criteria such as social relevance, academic relevance, conceptualization and theoretical support.

The influence of past experiences on the activity of tutor teachers in training

This research focuses on the activity of six tutor teachers in training involved in the curriculum of primary student-teachers at the University of Teacher Education in Lausanne, in Switzerland. The post-lesson interviews managed by these tutor teachers in training show that their activity is influenced from past experiences lived as student-teachers and from the training they are following. This research aims to understand and analyze the origin from the tools used to mentor their student-teacher during the post-lesson interviews. The theoretical framework uses the concepts of the clinical activity and the method of self and crossed confrontation interviews. Through the real activity of tutor teachers in training, exposed through the methodologies of self-confrontation, our results highlight the influence of past experiences of tutor teachers in training, as well as the nature of the emotionally significant situations they experienced in the past. The influence in their actual activity as tutor teachers in training and which tools they are using from the training are also presented and discussed.

Learning at a distance: recognising remote tutoring as a career

Remote Education Tutors (RETs) enact crucial roles in Australian distance schooling, by living with families who reside in geographically isolated locations and supporting their school age children’s learning. As part of a larger research project, this paper presents a study of four RETs derived from semi-structured interviews conducted in their respective home schoolrooms. Informed conceptually by Bronfenbrenner’s socio-ecological systems theory (1979, 1986), the thematic analysis generated four substantive themes related to the participants’ lives and work: pedagogical competencies; healthy relational dynamics; optimism with a solution focus; and substantive occupation. More broadly, the RETs contribute indispensably to the educational success and the lifestyle sustainability of the school age children with whom they work, yet currently there is no formal recognition of that contribution, just as there is no viable career pathway for RETs seeking to become qualified teachers. Accordingly, they are as occupationally invisible as the remote living families whom they serve.

How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education

ABSTRACT University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners’ agency, focusing specifically on developing learners’ capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subject.

Framing a personalized online tutorial instruction: cognition and metacognition considerations

Framing a personalized online tutorial instruction: cognition and metacognition considerations