Article

Tutoring and Training of University Students

La Tutoría y la Formación de los Estudiantes Universitarios

Tutoria e Formação de Estudantes Universitários

Carlos Enrique Bernardo Zárate

Maestro en Docencia Universitaria, Universidad Nacional Federico Villarreal, Lima, Perú,

carlosbernardpusmp@gmail.com, ORCID: 0000-0001-6960-6826

Claudia Noemi Rivera Rojas

Doctora en Educación, Universidad Privada Cesar Vallejo, Lima, Perú,

missclaudiariverar@gmail.com, ORCID: 0000-0001-7265- 2727

Aurora Elizabeth Montes Yacsahuache

Lic. Educación Primaria, Mgtr. En Problemas de Aprendizaje, Docente de aula, I.E. 2060,

Lima, Perú, amontesy@ucvvirtual.edu.pe, montesaurora846@gmail.com, ORCID: 0000-

0003-2690-7973

Benita Sonia Mancilla Curi

Licenciada en Educación Inicial, Universidad Enrique Guzmán y Valle, Lima Perú,

bmancilla@ucvvirtual.edu.pe, ORCID: 0000-0002-4552-8090

Received January 2020 - Accepted January 2021

Revista Iberoamericana de la Educación

Vol - 4 No. 3, July - September 2021

e-ISSN: 2737-632x

Pgs 14 - 31

Abstract: University tutoring is a process of accompaniment during the

training of students that takes place through personalized attention and social

coexistence. University Training is a set of formal approaches to didactic

processes that enable the training, preparation or improvement of the student

for their professional development and improvement from the beginning of

their career. This initial training can be complemented with subsequent

courses. The purpose of this research is to determine the relationship between

University Tutoring and University Training of Students. The research is of a

non-experimental applied type where the study of the already existing

phenomenon is observed and described in its natural environment. It is

concluded that, There is a direct and significant relationship between the

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Tutoring and Training of University Students

development of tutoring and the university education of students. The

participation of teachers as it has a direct relationship in the university

education of students and there is a relationship between tutoring and the

development of the professional profile of students, this being a non-cognitive

area, which contributes to human development, it is of utmost importance its

study as it will allow us to establish the dimensions and impact that this

service has on student care.

Key words: University Tutoring, University Training, Personality

Development and Higher Education.

Resumen: La tutoría universitaria es un proceso de acompañamiento durante

la formación de los estudiantes que se concreta mediante la atención

personalizada y convivencia social. La Formación Universitaria es un

conjunto de planteamientos formales de procesos didácticos que posibilitan

la capacitación, preparación o perfeccionamiento del estudiante para su

desarrollo y mejora profesional desde el inicio de su carrera. Esta formación

inicial puede verse complementada con cursos posteriores. El propósito de la

presente investigación es determinar la relación existente entre la Tutoría

Universitaria y la Formación Universitaria de los Estudiantes. La

investigación es de tipo aplicada no experimental donde el estudio del

fenómeno ya existente se observa y describe en su ambiente natural. Se

concluye que, Existe una relación directa y significativa entre el desarrollo de

la tutoría y la formación universitaria de los alumnos. La participación de los

docentes como tiene relación directa en la formación universitaria de los

alumnos y existe una relación entre la tutoría y el desarrollo del perfil

profesional de los alumnos, siendo este un área no cognoscitiva, que

contribuye al desarrollo humano, resulta de suma importancia su estudio ya

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Tutoring and Training of University Students

que nos permitirá establecer las dimensiones e impacto que tiene este servicio

en atención a los alumnos.

Palabras clave: Tutoría Universitaria, Formación Universitaria, Desarrollo de la

personalidad y Educación Superior.

Resumo: A tutoria universitária é um processo de acompanhamento durante

a formação dos estudantes que toma forma através de atenção personalizada

e coexistência social. A formação universitária é um conjunto de abordagens

formais de processos didácticos que permitem a formação, preparação ou

aperfeiçoamento do estudante para o seu desenvolvimento e aperfeiçoamento

profissional desde o início da sua carreira. Esta formação inicial pode ser

complementada com cursos subsequentes. O objectivo da presente

investigação é determinar a relação existente entre a Tutela Universitária e a

Formação Universitária dos Estudantes. A investigação é de um tipo não

experimental aplicado onde o estudo do fenómeno já existente é observado e

descrito no seu ambiente natural. Conclui-se que existe uma relação directa e

significativa entre o desenvolvimento da tutoria e a formação universitária

dos estudantes. A participação dos docentes, por ter relação directa na

formação universitária dos estudantes e por haver uma relação entre a tutoria

e o desenvolvimento do perfil profissional dos estudantes, sendo esta uma

área não cognitiva, que contribui para o desenvolvimento humano, é de

grande importância o seu estudo, uma vez que nos permitirá estabelecer as

dimensões e o impacto que este serviço tem na atenção aos estudantes.

Palavras-chave: Tutoria Universitária, Formação Universitária,

Desenvolvimento da Personalidade e Ensino Superior.

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Tutoring and Training of University Students

INTRODUCTION

Understanding that, in today's world, it is a world of permanent changes and

especially in the field of knowledge, therefore, in the Universities and

especially in the formation of the university student in general. The

professional training of students, in this case of the students of the

Universidad Nacional Federico Villarreal, is not only based on general and

specialized training, but is accompanied by a set of factors that make the

student successfully complete his profession. In this sense, the support

provided by the Academic and Personal Guidance Office (DOTAP) is an

important axis in the integral formation of university studies, such as

orientation and counseling.

Have a comprehensive university education in accordance with the

requirements of the current labor market demanded by society, since their

training is responsible for transmitting knowledge, contributing to the

integration of concepts, to establish and ensure quality relationships of the

teaching-learning process and learning strategies. Therefore, university

professional training, par excellence, prepares the individual for the

requirements of the immediate future. Galindoet al., (2015)

At present, higher education must introduce methods that contribute to

develop in the university student the aptitudes and habits that propitiate a

permanent formative process, with evident capacities for self-learning, with a

gradual tendency to personalized education, which means considering the

characteristics of each student, and that he/she ceases to be the object of an

informative-reproductive teaching to become the subject of a creative-

productive learning. This constitutes the introduction of learning strategies

for the achievement of improving the academic performance of university

students.

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Tutoring and Training of University Students

Tutoring, therefore, is a continuous, systematic, interdisciplinary,

interdisciplinary, integral, and comprehensive pedagogical strategy whose

general objective is related to the contribution to the full development of the

student's personality, with the improvement of their academic performance,

as well as with the advice in their professional orientation; also to stimulate

and facilitate their participation in university life, promote the bonding

dimension and collaborate in their cultural and human formation Quiroga &

Padilla, (2014), Moreira, (2002).

University tutoring, according to Fàbregas, (2016) is a function of

accompaniment, guidance and support to the student, in their process of

personalization of learning and development of competencies, both at

personal and professional level; it adopts different models depending on the

contexts, university culture, educational policies and standards, available

resources and student needs.

University tutoring is part of the teaching responsibility. Among the different

functions entrusted to the university and to the university professor, that of

"training professionals" is where we see the university professor's tutorial

function perfectly and inevitably intertwined. We can define then, university

tutoring, according to Gamboa et al. "University tutoring consists of

supporting and guiding the student in his integral formation process, favoring

the integration of the entering student in the university, (...) identifying the

difficulties that are presented to him in the studies and analyzing the possible

solutions." (2019, p. 62). It is a formative activity that affects the integral

development of university students in their intellectual, academic,

professional and personal dimensions.

Peer tutoring is an educational modality that consists of mutual support

among peers who share the same educational level. It is based on the proposal

of cooperative learning for the construction of collective knowledge among

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Tutoring and Training of University Students

students, and seeks to influence the academic achievement of their peers,

reduce the rates of failure and dropout and favor the adaptation of young

people (especially new entrants) to the school context.

Tutorial care is developed in various ways, being increasingly important the

teamwork of teachers. Fernández "Indeed, it is necessary to plan actions that

provide answers to the needs of the student and their families, resolve

conflicts, make decisions, learn from each other and feel supported and part

of a team." (2018, p. 3). For the development of tutorial care it is necessary

to plan.

Tutorial care is of great importance within the training of the future

professional and of concern for higher education institutions. For the purpose

of recognizing some of them, we will briefly expose the central characteristics

and operations strategies, Urbanetto et al., (2016) that they propose:

In Anglo-Saxon universities, professors offer personalized, face-to-face

attention sessions, which are called tutoring or supervsing in England;

academy advising, mentoring or coinsenling, depending on their nature. In

the United States, together with the distribution of teaching hours in front of

a group and participation in seminars with a small number of students. As far

as students are concerned, their main activities are attending course sessions,

studying in the library, participating in seminars and discussing work with

their tutor. In the United Kingdom, Australia and the United States, the tutor

is a professor who informs undergraduates and maintains the standards of a

discipline. The central activity of the English total system, tutoring, is the

written work, essay, which the tutor proposes to the student.

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Tutoring and Training of University Students

Counseling Centers, Counseling Centers, and even Academia Advising

Centers, have existed since the 1930s and bring together specialists in

pedagogy and psycho-pedagogy, in close relationship with regular teachers.

b. One of the best known tutorial models is the one implemented for three

decades by the Open University. It is a model of academic and personalized

tutoring, very widespread in the United Kingdom. Students study the

materials prepared for each program independently and meet with their tutors

in the local teaching centers and summer schools to solve learning problems

and receive suggestions for subsequent phases.

In more recent times, what has been called electronic tutoring (also called

virtual or telematic tutoring) has been developed in different educational

institutions, whose particularity is tutoring assisted or mediated by the new

information technologies, especially the computer and the Internet. These

technologies can be a fundamental support for learning activities in general

and for tutoring-related objectives in particular. Tutorial activities with

multiple contents and educational purposes can be developed, with the

intention that the student can learn how to learn.

In several universities, personalized tutorials are developed, which allow

students to receive a more complete orientation, which will enrich their

professional training, because the tutor will have more time to be attended to

by the student.

The integral tutoring model addresses the academic, professional and

personal dimensions of the student in a comprehensive manner. It is possibly

the most complete model since it promotes the integral development of the

student, in its facets: intellectual, affective and professional Vallese & Roa,

(2006), Moreira, (2002). However, it is a model that has numerous

requirements: teacher training in guidance actions, support teams (guidance

offices...).

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Tutoring and Training of University Students

The university institution has the challenge of being a training space so that

those who enter it can graduate with a more defined personal and professional

project, and with the necessary tools to face the construction process that

extends throughout life Zaragoza et al., (2016). In response to this, these

educational institutions begin to implement different forms of application of

tutorial spaces as a comprehensive education strategy.

This 21st century needs future professionals whose training is based on the

development of intellectual and emotional skills Benítez-Burraco et al.,

(2016), Zaragoza et al., (2016), which allows them to learn to manage the

information produced and acquired in their academic training and at the same

time, present an emotional balance with a high level of tolerance to face

changes without letting themselves fall into frustration.

Currently, training does not only take place in formal systems, but can be

achieved through a wide variety of sources and agents. University education,

which is based on models based on a conception of knowledge and content as

the primary objectives of learning, is being modified due to the accelerated

change of knowledge, access and the way in which it flows and, consequently,

the provisionality of knowledge.

The university formative process should provide students not only with the

traditional knowledge of their specific area of performance, but at the same

time, and as an integral part of their formative process, should include in the

curricula those contents and achievements that allow students to develop

individual and collective competencies and skills that contribute to their

integral formation.

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Tutoring and Training of University Students

It would be, in short, to train a person for the exercise of his or her

professional work. The function of teaching, the contents developed in it, the

presence of universities in society and the role assigned to teachers.

It is necessary to situate teacher education policy and programs within the

social, political and ideological context in which they are produced. Teacher

education is a subsystem within education and reflects the problems that

affect it. The integral formation of the university student is the center of

attention and concern of the universities. This process not only includes the

formation of knowledge and skills that allow the young person to enter the

complex world of science and technology, but also the formation of a

professional with life projects based on values and articulated with the social

project, which have their maximum expression in solidarity, social justice and

human improvement.

In this sense, the new tendencies of Higher Education, tinged with a

considerable increase in enrollment, since the implementation of the

Universalization of Higher Education, call for a new approach in the

conception of educational work in our universities in which the guiding

teacher or tutor is called to play an essential role in order to lead the

professional training of the future university graduate.

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Tutoring and Training of University Students

A true educational policy in the field of higher education must include integral

formation as the articulating axis of university functions in the fields of

teaching, research and extension, in order to achieve a true social relevance

that makes the University a true educational and cultural project.

It is necessary to situate teacher education policy and programs within the

social, political and ideological context in which they are produced. Teacher

education is a subsystem within education and reflects the problems that

affect it.

Educational systems represent realities that are not independent of the social,

economic and political system, so it is logical to think of multiple

dependencies between these previous external realities, the

institutionalization of university education, the definition of the teacher's role

and teacher training. In the educational discourse, a kind of image has taken

root that makes teachers responsible for educational results and processes, but

teachers work in an educational system in which they are socialized

personally and professionally, which they interpret, but which does not define

their origin. Their professional independence is an aspiration rather than a

starting point. The institutions, curricula, methodology and conceptualization

of the existence and functioning of this entire training subsystem concretize

and express in some way the institutionalized reality of the job to be

performed, in coherence with the social function that the educational system

itself fulfills.

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Tutoring and Training of University Students

It is always mentioned that schools and universities do not respond to the

demands and needs of our time. It would be unrealistic, deterministic and

pessimistic to conceive of a system of perfect correspondences, without

contradictions, where each level of reality (social system, educational system,

school institutions, universities, teacher training, specific teachers,

pedagogical practice, etc.) mechanically and inexorably reproduces the most

immediate structures in which it is inserted.

It is necessary to incorporate a discourse of educational thought and teacher's

action considering their moral and ethical criteria. Such as justice and

equality. These components will make possible the emergence of a broader

perspective from which to judge the value and meaning of teacher education

programs while becoming aware of the extent to which teacher practices

cannot be separated from teaching institutions. Raising political and

ideological issues as a fundamental part of teacher education will mean the

beginning of the process of analyzing and evaluating teacher education

programs and policies in terms of their ethical and political justification,

rather than exclusively in terms of their pedagogical efficacy or didactic

utility.

MATERIALS AND METHODS

The present research is of a quantitative paradigm of a non-experimental

applied type where the study of the already existing phenomenon is observed

and described in its natural environment. The present research is of a non-

experimental transversal correlational design; because its objective is to

evaluate, analyze and measure the degree of relationship that may exist

between two variables. Where the existing relationship between tutoring and

the formation of the students of the Faculty of Education of the Universidad

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Tutoring and Training of University Students

Nacional Federico Villarreal is determined. Studies of already existing

phenomena or situations that are observed and described in their natural

environment. It is of a correlational applied type, because, for the

development of the research, data collection instruments are applied to

identify the relationship between the variables.

Data collection instruments are the material means used by the researcher to

collect and store information. The instruments are the material means used by

the researcher to collect and store the information. The technique used for

data collection is the questionnaire-type survey technique directed to the

students of the Faculty of Education, which consists of a printed form to

obtain the desired information, the survey allows obtaining data in a more

systematic way than other observation procedures. It makes possible the

detailed recording of data, the study of a population through samples with

guarantees of representativeness, the generalization of conclusions with

knowledge of the margins of error and the control of some factors that affect

the phenomenon to be observed, such as the ways of asking questions and the

content in which these are formulated and answered.

The instrument developed for data collection is a 21-question questionnaire,

which will be applied to the 222 students of the Faculty of Education of the

Universidad Nacional Federico Villarreal, who are part of the sample.

The questionnaire is an instrument for the collection of data used to test

hypotheses. In its structure, the questionnaire consists of a set of questions,

where the name of questionnaire comes from, which, when answered by the

interviewees, allow to obtain information to test the hypothesis of the

research.

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Tutoring and Training of University Students

RESULTS

After collecting the information by means of the survey technique, the

interpretation and analysis of each item was carried out in order to fulfill the

development of the research objectives. The percentage analysis of the results

is represented graphically and computerized, using circular and bar diagrams

and the technique used was based on the percentage calculation of each item.

Spearman's rho coefficient is used to test the hypotheses. They are coefficient

used to statistically relate Likert-type scale, which is used to measure the

degree of relationship between ordinal variables. This statistic, sometimes

called rho, is a measure of association that requires both variables to be

measured at least on an ordinal scale, so that the objects or individuals under

study can be placed in two ordered series.

H1. There is a direct and significant relationship between the development

of tutoring and the university education of the students of the Faculty of

Education of the Universidad Nacional Federico Villarreal.

Ho. There is no direct and significant relationship between the

development of tutoring and the university education of the students of the

Faculty of Education of the Universidad Nacional Federico Villarreal.

Table. 1 Variables

Variables

University

Training

Tutoring

Spearm

an's Rho

University

Training

Correlation

coefficient

1,000

,202**

Sig.

(bilateral)

,003

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Tutoring and Training of University Students

Tutoring

Correlation

coefficient

,202**

1,000

Sig.

(bilateral)

,003

Correlation is significant at the 0.01 level (bilateral).

According to Spearman's coefficient, university education and tutoring

received are directly and significantly correlated at the 0.01 level (0.003 <

0.01). Therefore, we reject Ho, that is to say that there is a direct and

significant relationship between the development of tutoring and the

university education of the students of the Faculty of Education of the

Universidad Nacional Federico Villarreal.

The participation of teachers as tutors is directly related to the university

education of the students of the Faculty of Education of the Universidad

Nacional Federico Villarreal.

Ho. The participation of teachers as tutors is not directly related to the

university education of the students of the Faculty of Education of the

Universidad Nacional Federico Villarreal.

Table 2. Variable

Variables

University

Training

Teacher

participation

in tutoring

Spearm

an's Rho

University

Training

Correlation

coefficient

1,000

,216**

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Tutoring and Training of University Students

Sig.

(bilateral)

,001

Teacher

participatio

n in

tutoring

Correlation

coefficient

,216**

1,000

Sig.

(bilateral)

,001

Correlation is significant at the 0.01 level (bilateral).

According to Spearman's coefficient, university education and teacher

participation in tutoring are directly and significantly correlated at the 0.01

level (0.001 < 0.01). Therefore, we reject Ho, that is to say that the

participation of teachers as tutors is directly related to the university education

of the students of the Faculty of Education of the Universidad Nacional

Federico Villarreal.

H1. There is a direct relationship between tutoring and the development of

the professional profile of the students of the Faculty of Education of the

Universidad Nacional Federico Villarreal.

Ho. There is no direct relationship between tutoring and the development

of the professional profile of the students of the Faculty of Education of the

Universidad Nacional Federico Villarreal.

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Tutoring and Training of University Students

Table 3. Variable

Variables

Professional Profile

Development

Tutoring

Spearman'

s Rho

Professional

Profile

Development

Correlation

coefficient

1,000

,231**

Sig. (bilateral)

,001

Tutoring

Correlation

coefficient

,231**

1,000

Sig. (bilateral)

,001

Correlation is significant at the 0.01 level (bilateral).

According to Spearman's coefficient, the development of the professional

profile and tutoring are directly and significantly correlated at the 0.01 level

(0.001 < 0.01). Therefore, we reject Ho, that is to say that there is a direct

relationship between tutoring and the development of the professional profile

of the students of the Faculty of Education of the Universidad Nacional

Federico Villarreal.

At present, university education is going through a series of changes that

make us reflect and look for tools that allow us to guarantee a quality

university education, being tutoring important in the university education of

students.

As for the general hypothesis found in this research, according to Spearman's

coefficient, university education and tutoring received are directly and

significantly correlated at the 0.01 level (0.003 < 0.01). Therefore, we reject

Ho, that is to say that there is a direct and significant relationship between the

development of tutoring and the university education of the students of the

Faculty of Education of the Universidad Nacional Federico Villarreal. It is

concluded from the different authors cited in the research that there is a

deficiency in the education of university students.

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Tutoring and Training of University Students

According to Spearman's coefficient, university education and teacher

participation in tutoring are directly and significantly correlated at the 0.01

level (0.001 < 0.01). Therefore, we reject Ho, that is to say that the

participation of teachers as tutors is directly related to the university education

of the students of the Faculty of Education of the Universidad Nacional

Federico Villarreal.

According to Spearman's coefficient, the development of the professional

profile and tutoring are directly and significantly correlated at the 0.01 level

(0.001 < 0.01). Therefore, we reject Ho, that is to say that there is a direct

relationship between tutoring and the development of the professional profile

of the students of the Faculty of Education of the Universidad Nacional

Federico Villarreal.

CONCLUSIONS

In the research work it can be evidenced that there is a direct and significant

relationship between the development of tutoring and the university education

of the students of the Faculty of Education of the Universidad Nacional

Federico Villarreal. The participation of teachers as tutors is important

because it has a direct relationship with the university education of the

students of the Faculty of Education of the Universidad Nacional Federico

Villarreal. Tutoring is important in university education because there is a

direct relationship between tutoring and the development of the professional

profile of the students of the Faculty of Education of the Universidad

Nacional Federico Villarreal.

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Tutoring and Training of University Students

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