Recibido:
7/12/2022, Aceptado: 4/2/2023, Publicado: 3/4/2023
Revisión bibliográfica
The
role of the tutor in nowadays Cuban university context
El papel del tutor en el
contexto actual de la universidad cubana
Tahiri Pérez-Perdomo1
E-mail: tahiri@uniss.edu.cu
Yamilet Alvarez Ramírez1
E-mail: yamilet@uniss.edu.cu
Subyu Yumisleidys López-Alfonso1
E-mail: subyu@uniss.edu.cu
¹Language Center. University of Sancti Spiritus “José Martí Pérez”, Cuba.
______________________________________________________________
¿Cómo citar este
artículo? (APA, Séptima edición)
Pérez-Perdomo, T., Alvarez Ramírez, Y. y López-Alfonso, S. Y. (2023).
The role of the tutor
in nowadays Cuban university context. Pedagogía y Sociedad, 26 (66), 44-60. http://revistas.uniss.edu.cu/index.php/pedagogia-y-sociedad/article/view/1640
_____________________________________________________________________
ABSTRACT
Due to the importance
of the role of the tutor in
Higher Education and its introduction in this new model of the Cuban University, it is necessary to assess the person who
will work as a tutor. It is the person who accompanies students throughout
their bachelor formation, who advises, guides and prevents them from feeling
discouraged for different reasons. The tutor should be able, to influence, in a
positive way, in each student to look for the best options to plan and fulfill
the work and teaching tasks; but the tutor must also know the problems,
personal situations, which can influence students affecting the educational
process and, thus, advise them in order to give solution to those problems.
Students must feel the support of the tutor to achieve better academic results.
From this perspective, the objective of this paper is to present a theoretical
approach in relation to the role of university tutors who perform their
professional practice in the current context of the Cuban university.
Keywords: educational leader; Higher
Education; professional practice; tutoring; university tutor.
RESUMEN
Dada la importancia que tiene el papel del tutor en la
Educación Superior y su introducción en este nuevo modelo de la Universidad
Cubana, se hace necesario valorar la persona que va asumir como tutor. Se trata
de la figura que acompaña al estudiante durante toda su carrera, lo asesora, lo
guía e impide que se sienta desalentado por diferentes causas. El tutor, ante
el alumno, debe ser visto como un líder educativo. El tutor debe ser capaz de
influir positivamente en cada estudiante en la búsqueda de las mejores opciones
para planificar y cumplir las tareas laborales y docentes. A su vez, debe
conocer los problemas, situaciones personales, que pueden influir en el
estudiante y afectar el proceso educativo, y de esta forma aconsejarlo con el
fin de dar solución a ellos. El estudiante debe sentir el apoyo del tutor para
alcanzar mejores resultados académicos. Desde esta perspectiva, el objetivo del
trabajo es presentar una aproximación teórica en lo referido al papel del tutor
universitario que realiza su práctica profesional en el contexto actual de la
universidad cubana.
Palabras
clave: educación superior; líder educativo; práctica
profesional; tutoría; tutor universitario.
Introduction
Since the beginning of the
21st century, the proclamation of the figure of the tutor in higher education
institutions and organizations has been given a great importance. According to
what Berg (2020) has expressed, has been significant, around the need to
introduce a change in the conception of the old and traditional University, so
that Higher Education corresponds to the notable and intense changes in
society, called the knowledge society and global society. Thus, with different
interpretations and contextual adaptations, declarations of principles have
been proclaimed that appear as platforms or basic documents for the projection
of contemporary educational practice (Akimenko,
2017).
The present work refers to the
role of tutors in full time university students, where the functions and tasks
of tutors are analyzed based on the attainment of satisfactory results by the
students assigned to them, taking into account the requirements of this type of
teaching.
The United Nations
Educational, Scientific and Cultural Organization (UNESCO), in the World
Declaration on Higher Education in the 21st Century: Vision and Action, in its
article 9 entitled "Innovative educational methods: critical thinking and
creativity”, highlights that it is necessary to modify the learning process in
Higher Education. In a rapidly changing world, there is a perceived need for a
new vision and a new model of Higher Education, which should be
student-centered, which requires, in most countries, deep reforms and a policy
of expanding access (UNESCO, 1998).
According to Kim & Jung
(2019), in the International Research Congress, the Regional Center for Higher
Education establishes as the axis for the improvement of Higher Education, the
increasing quality of teaching. This conception has been viewed based on the
pedagogical improvement of the teaching staff.
Also, the conception of a
comprehensive training in the design and development of curricula, with the aim
of graduating professionals who master
the framework of educational systems of advanced, continuous, open and critical
training, where students assumes their quality of active subjects, protagonists
of their own learning and manager of their life project (Palomares
Ruiz et al., 2012).
From this perspective,
according to Castillo et al. (2003), the Cuban university is in a clear process
of diversification, a goal that has been assumed with great clarity from the
beginning, by solving the problem of massiveness. These aspirations emerged
with a relevant humanist stamp: the Universalization of Higher Education. This
proposal brought about a more massive university. It improved the attention of
students, in the sense of introducing actions directed towards a more personal
and individualized treatment or relations, which allows the adjustment of
educational responses to the learning rhythms of students and especially
promotes their autonomy, as an essential demand for the professional training
of today's society.
In short, it seems necessary
to assume the principle of diversity, both in the training objectives and in
the characteristics of its protagonists, considering that the educational
budgets that are assumed will require a support system based on the figure of
tutors and their action. Colleges must become the key element, the integrating
bridge of knowledge and educational experiences.
Colleges are reference centers
for tutoring, recognizing it as an inherent element in the teaching activity
that ensures that education is truly comprehensive and personalized, as it
implies an individualized relationship with students, basically considering
their attitudes, abilities, knowledge, motivations and socio-affective
development (Kim & Jung, 2019).
Body
For many years, the tutor in Higher Education was
devoted to guide students only by providing methodological, scientific advice
for their Diploma work or to university graduates for the preparation of thesis
that would lead to obtaining a title or scientific degree.
The word tutor derives from the Latin verb of the same
denomination that means, "watch over, protect, and “defend"; in
connection with its pedagogical roots, the tutor was the mythological figure of
the tutor. In the framework of the current transformations of education
worldwide, according to Bray & Lykins (2012), every teacher is a tutor. The teaching
activity, as a teacher-student relationship, does not culminate in the only
relationship that can occur in the teaching-learning activity, but rather
emphasizes on the formation of the students’ personality.
According to Rojas et al. (2017), the tutor is not a
teacher in the traditional sense. He remarks that the tutor’s role is not to
transmit information, but also to contribute to the students´ comprehensive
formation. He must be a constructive critic, who helps the student to get out
of certain difficulties and explore new fields. The process revolves around the
concept of predisposition: how to see things, how to evaluate the evidence, how
to relate one fact to another, not only in the students groups, but in an individual
way, according to each one’s educative needs, in coordination with the rest of
the teachers of the group. In turn, a good student will acquire independence
from his teacher by developing his own interpretation criteria. The criterion of
Daza et al. (2021) coincide with the idea that the
tutor is a counselor, the person who facilitates the student's learning, but is
not primarily a provider of knowledge" handles the constructivist idea of
the facilitation, but not the direction of personality education, taking the
student as the protagonist. The tutor is the coordination link between the
centers and the family; it supposes an individualized and personalized process
of the teaching-learning process. Rojas et al. (2017) make emphasis that this
is a fairly generalized definition in the different educational systems that
have the figure of the tutor. This concept has the limitation of being centered
on school-family relations and does not incorporate other social agents that
influence the student's education.
In fact, the idea that the tutor is the one who
globalizes, integrates and coordinates the orientation task that all teachers
have to carry out collectively is taken up again. That is, the role of the pedagogical group, which is
responsible for the education of the students, beyond the specific task of
facilitating the teaching-learning of the area or subject that each member
teaches.
The conception of the new university that makes its
way into Cuban Higher Education is based on a set of challenges related to the
increase in access to the University. A stage is initiated that is
characterized by a deep process that demands personalized attention on the part
of the teacher to the students to achieve better results and responds to the
new demands of economic, social and cultural development of society
(Piñón González & García
Rodríguez, 2002).
In this context, a relevant significance corresponds
to the work of the tutor with a new line of work, aimed at permanently advising
and guiding students during all their studies. The tutors’ work in the new
University does not only have to do with the support in teaching, but also
establishes affective relationships with students. It provides a clearer vision
from the political-ideological point of view on the importance that the Cuban
revolutionary process has had.
The Cuban revolutionary process has been able to
implement this new modality in the Cuban University, with the objective to the
formation of a general and comprehensive culture of university students to
prepare them for life in a globalized and dehumanized world with little access
to information.
Taking into account ideas of Prakhov
& Sergienko (2020), the guidance and
tutoring works are major issues in Higher Education. Innovations in tutoring
are numerous and have been promoted at universities so that their guidance and
tutoring systems can incorporate new technologies and scientific developments
that respond to identified needs (Saiz-Linares & Ceballos, 2021). High quality tutoring enhances retention
and facilitates advancement throughout the Higher Education pipeline,
positively impacting undergraduates. Tutoring is especially important for
students who are at risk of dropping out and for gender equality and the
integration of minorities (Girves et al., 2005; Ruiz & Fandos, 2014).
Liu (2018)
remarks that tutor and his activity have gone through different approaches and
philosophical interpretations such as neo-Thomism, positivism and currently
through educational ones such as behaviorism and constructivism, which
highlight the support of tutorial actions as a personalized method in the
learning processes.
There is coincidence in considering the inclusion of
the figure of the tutor in university educational systems. However, taking into
account the tutor´s role and functions, are there differences between a teacher
and a teacher-tutor?
Regarding the differences between the teacher as an
expert in the subject and the tutor, there are some discussions. A teacher can
be both an expert in a field of knowledge and a competent tutor. The ideal
tutoring, according to Zhang
& Bray (2019), presupposes that all teachers are experts in their
field and can give educational advice, but at the same time, that they are
involved in the tutoring work with the students assigned to them. An extension
must be established, by the tutor, between the educational guidance that is
given in class times or in response to an academic or disciplinary need by the
professor of a subject and the accompanying work from the moment the student
enters until he graduates of their training at the level they are at (Martínez Clares et al., 2019).
Taking the parallel made by Huenumán (2014), where he points out that there are differences
between the teacher of conventional education and the teacher-tutor, some
interesting elements are taken up in order to establish greater precision
between the modes of action of each of these teachers involved in the
teaching-educational process.
According to Navarro & Hernández (2021), the characteristics
that a teacher-tutor must have, cannot not be idealized, since it is not about
a superhuman being. It is about professionals highly committed to the task of
educating and training the future generation, who love their profession and
young people and should make students aware of the challenge before them. These
qualities allow students to feel comfortable and feel the need to seek the
educational guidance and help. Both academic and personal training are
necessary for developing an adequate tutoring with students.
According to Chacón
(2021), tutoring is a systematic, specific action specified in a time and space
(legally one hour a week in the classroom) in which the student receives
special attention, whether individual or group, considering it as a
personalized action because:
a) It contributes to
comprehensive education, favoring the development of all aspects of the person:
identity, value system, personality, sociability.
b) It adjusts the
educational response to particular needs, preventing and directing possible
difficulties.
c) It guides the
decision-making process regarding the different training itineraries and the
different professional options.
d) It favors
relationships within the group as a fundamental element of cooperative learning
and socialization.
e) It contributes to the
adequate relationship and interaction of all the members of the educational
community, since they are all agents and fundamental elements of this
environment, fulfilling certain objectives.
Based on what objectives is tutoring defined?
The tutoring function is a teaching task and supports
the teacher-student relationship and its objective content, that is, the
relationship: teaching-learning. Zhang
& Bray (2020) asserts that a tutor’s function consists in describing
the actions or activities that, a certain context must carry out in order to
achieve the stated objective.
It can be stated that the functions of the
teacher-tutor are those activities that must be carried out to guide their
students in their professional, academic, social, ideological and personal
life.
Fernández
Torres (2018) refers to the tutor’s guiding first function, and it is
essential at the beginning of the studies. It includes various forms of student’s
guidance, such as indicating the characteristics of the subjects and their
study methods.
Following Rivera Obregón et al. (2017), this students’
guidance must continue permanently in order to detect the needs of students.
Students should become aware of the characteristics of their learning through a
reflective process about what to do and when to do it and to adopt a position
of active learning that leads to continuous detection of problems and answers
to questions. In addition, the tutor must provide guidance on the following
aspects: comprehensive reading of texts, reading of complementary bibliography,
search for bibliographic sources, carrying out practical activities,
assignments and exams.
Ferreira (2021) defines tutoring as objectives that
refer to guidance: personal, academic and professional. It is academic guidance
with the objective that students:
-
Find out about their abilities and skills in the field
of learning (student profile).
-
Be aware of what needs to be reinforced according to
the content to be learned (learning difficulties).
-
Be guided in the choice of study content and academic
tasks.
-
Be aware of the condition of being a student.
-
Properly use the intellectual work techniques that
improve their school performance and their writing performance in exams.
-
Increase satisfaction with intellectual work.
-
Be trained for self-employment: learning to learn
-
At the same time, academic structures should:
-
Provide information on the tutoring action.
-
Analyze the suggestions, claims, etcetera, of
students.
-
Collaborate to optimize the academic performance of
the center.
-
Favor the inclusion of the tutorial action plan in the
objectives of the group project and the educational strategy of the center, and
vice versa.
-
Assign tutors taking into account pedagogical
criteria.
-
Stimulate tutor teams.
-
Plan a time for tutorial activities.
As suggested by Castillo et al. (2003), according to the
perspectives of Cuban nowadays Higher Education, academic tutoring and a new
educative guidance conception should offer guidance for the teaching and
learning process where the acquisition of knowledge prevails. It refers to
orientations for studying either from the content or the methodology. This
tutoring is like an instrument to improve the quality of the educational
process, by achieving tutorial functions as ones of the tasks of this
professional and educator in Higher Education.
The tutorial function, according to López
& González (2018), appears as a key element to be able to offer an
educational response to the demands of training, according to the historical
context, since it facilitates intervention in order to optimize the process of
transition to university and the professional and personal training of
students.
In the same way, it stands as an alternative to be
able to assist to students who have difficulties in following their studies
and, above all, in facilitating the processes of making their working
decisions.
This last consideration that focuses on the important
role that the tutor in the university, plays in the comprehensive training
process and the conception of quality of the current university, allows
professors from Higher Education to focus on the conception of tutoring from
the Cuban model (Gonzalo, 2020).
Students will develop skills to defend, with solid
arguments, the ideas of the Cuban Revolution and support with an active
participation in the different programs and tasks of social impact that are
part of the economic and social development of the nation.
In the context of the current Cuban university, the
tutor must be a guide that allows reconciling the work and university
responsibilities of students in order to avoid discouragement and failure to be
able to fulfill them. As suggested by González (2020), the tutor must project
himself in an action plan with the student, which includes:
-
Helping students organize their time for study and not
only organize time but also teach them how to study, since many do not have
independent study skills.
-
Exchanging with family, coworkers, as well as the
group to which the students belong to, to learn about their performance, their
relationships with the family, their personal problems and provide support in
case of difficulties.
-
Helping students in the elaboration of research works
oriented in the course of his major, providing a methodological guide with the
steps to follow for the preparation of this work.
-
Ensuring that students reach a political and
ideological preparation. This has to be based on knowledge of the national and
International news.
-
Encouraging them to participate in the tasks of social
impact carried out in the country.
-
Facilitating the integration of students in the
university.
-
Assisting the students in their academic work.
-
Helping students solve problems related to academic
and university life.
-
Facilitating the students’ personal and professional
progress.
-
Helping students in their transition to the
professional world.
Tutors must call students to, at least, three
individual tutorial sessions and have documentary evidence of the tutoring.
They must also take part in tutor training, in follow-up meetings and in
evaluating mentoring.
Establishing a good rapport between students and
tutors is the most important factor in the success of tutoring. For this to
occur, tutors should first make contact with students and actively seek them
out for follow-up meetings (Malik, 2020).
A recent study by the Interuniversity Group for
Teacher Education about the skills required by academic staff shows that
interpersonal skill is especially important in tutoring actions. This group
defines the interpersonal skill as “promoting critical spirit, motivation and
confidence, recognizing cultural diversity and individual needs, and creating a
climate of empathy and ethical commitment” González (2020), meetings between
tutors and students can take any of the following forms:
-
Seminars (for all students who wish to participate, to
provide information or training).
-
Group tutoring (training, discussion and student
participation).
-
Individual tutoring (personal guidance).
From the foregoing, the establishment of a tutorial
action is inferred, which is enriched by the inherent particularities of each
student being tutored, achieving a labor, political and moral maturity that
students must acquire so that when they complete their university studies, they
can face life and jobs successfully. The functions of the tutor with the group
will be aimed at achieving the best relations among the students (Hajar
& Abenova, 2021).
The Tutorial Action Plan (TAP) defines the actions
that the university might undertake to ensure that students receive monitoring
and guidance. This is especially useful in three transition periods of a
student’s life (Ruiz & Fandos, 2014):
1) University entrance:
assessment of the abilities and competencies required for successful academic
results.
2) During the course:
introduction of the concepts relating to professional development, supervision
of internships in companies, facilitation of employment and exploration of the
labor market.
3) Transition from the
university to work: development of job search strategies.
The areas it focuses on are the following: academic
guidance, bachelor advice, continuous evaluation, academic decisions and
conflict resolution.
By implementing the TAP, it is supposed that every
student will be able to define and develop his or her own academic and
professional profile. For achieving such development, the students should have
the following learning outcomes:
1) All students can
develop their own interest/motivation in the academic and professional field.
2) All students can
identify and respond to their training needs.
3) All students can
define and develop their academic path considering their formative needs,
interests, and academic and professional motivations. All these outcomes are
only developed or achieved if the tutor is well selected by the corresponding
authorities or the institution as such.
Taking into consideration those outcomes, for the
selection of the tutor, it is necessary to take into account some requirements
such as:
-
Promote the development of participatory attitudes in
the group of students, both in the center and in their socio-cultural and
natural environment.
-
Inform parents of everything that concerns them in
relation to teaching activities and academic performance.
Tutors also assume some functions in relation to the
rest of the teachers. These functions are linked to the task of mediation and
coordination of certain educational aspects. This legitimizes and makes
necessary the figure of the tutor with the rest of the pedagogical group to
coordinate the programs and especially the activities of responses to special
educational needs, based on the learning demands and differentiated educational
options that are based on the training objectives and the interindividual
and intraindividual diversity and variability of
applicants. Likewise, in current Cuban universities, it includes the
coordination in the evaluation process of the group's teaching staff and the
information of students, which enables common actions with the other tutors
within the framework of the group's educational project.
When talking about activities with teachers and the
rest of the pedagogical group, this author recommends taking into consideration
the following:
-
Collaborate in the general programming of activities
of the different subjects.
-
Inform teachers of the tutoring plan, requesting their
support.
-
Transmit the questions of the students.
-
Mediate before students in conflicts that affect both.
-
Ask for help to develop support tasks for students
with learning problems.
-
Prepare the evaluation sessions so that they are
formative and orientative.
-
Analyze the performance (skills/knowledge ratio) of
the group and of each of the students.
-
Coordinate educational activities with other tutors.
Conclusion
Tutors should not be framed in a single action plan; their attention
should be systematic and individualized.
Tutors must be seen as an integral educator who ensures that the
students they attend can graduate with the necessary knowledge to face working
life with professionalism.
Tutors must make clear decisions in relation to their professional
skills for the educational activity. This has to be assumed from a process of
improvement where theoretical and methodological tools are offered, based on
their knowledge and potential, for the construction of the essential psychopedagogical aspects, related to the tutorial activity
from a situational understanding and a reflexive argued position.
The different
methodological structures, mainly the major’ teachers’ staff and group teachers’
staff, must implement a critical analysis in the educational practices that
they develop with their tutors, based on the process of scientific inquiry,
allowing them to understand the educational environment and solve professional
problems, as well as personal and situations.
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