Professors’ Tutoring Skills: Validation of a Tool

Professors’ Tutoring Skills: Validation of a Tool

The new profile of a university professor, which places a greater focus on students’ learning and needs, is driving a new architecture for university tutorship. This study describes the validation of a scale to measure the tutoring skills of faculty members from the perspective of students. A total...

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Autores principales: Martinez-Clares, Pilar, Perez Cusó, Francisco Javier, González-Lorente, Cristina
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2022
Acceso en línea:https://redie.uabc.mx/redie/article/view/4028
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spelling redie-article-40282024-05-03T19:34:12Z Professors’ Tutoring Skills: Validation of a Tool Las competencias tutoriales del docente universitario. Validación de una herramienta Martinez-Clares, Pilar Perez Cusó, Francisco Javier González-Lorente, Cristina competencias del docente tutoría enseñanza superior teacher qualifications mentoring higher education The new profile of a university professor, which places a greater focus on students’ learning and needs, is driving a new architecture for university tutorship. This study describes the validation of a scale to measure the tutoring skills of faculty members from the perspective of students. A total of 622 students from the University of Murcia participated in the research and confirmatory factor analysis was performed with the collected data. The results demonstrate the suitability of the theoretical model put forward, which comprises four dimensions (informing and adaptation; group management and support; educational and professional guidance; continuous monitoring of students), and show that the importance of these skills is perceived to be greater than the development of these same skills by professors (p < .05). This allows us to conclude by confirming the importance of furthering knowledge of these types of skills with a view to the continuous improvement of university tutoring. El nuevo perfil del docente universitario, más centrado en el aprendizaje y necesidades del alumnado, impulsa una nueva arquitectura de la tutoría universitaria. Este trabajo describe la validación de una escala de medida de las competencias tutoriales del profesorado desde la perspectiva del alumnado. Participaron 622 estudiantes de la Universidad de Murcia y se realizó un análisis factorial confirmatorio con los datos recabados. Los resultados muestran la adecuación del modelo teórico propuesto, constituido por cuatro dimensiones (Información y adaptación; Gestión y apoyo grupal; Orientación educativa y profesional; Seguimiento continuo del alumnado) así como una mayor percepción de importancia de estas competencias frente al desarrollo de las mismas por parte de los docentes (p < .05), lo que permite concluir con la importancia de profundizar en el conocimiento de este tipo de competencias en busca de una mejora continua de la tutoría universitaria. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2022-02-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip https://redie.uabc.mx/redie/article/view/4028 10.24320/redie.2022.24.e03.4028 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-15 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-15 1607-4041 spa https://redie.uabc.mx/redie/article/view/4028/2182 https://redie.uabc.mx/redie/article/view/4028/2183 https://redie.uabc.mx/redie/article/view/4028/2199 https://redie.uabc.mx/redie/article/view/4028/2243 Derechos de autor 2022 Pilar Martinez-Clares, Francisco Javier Perez Cusó, Cristina González-Lorente https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Martinez-Clares, Pilar
Perez Cusó, Francisco Javier
González-Lorente, Cristina
spellingShingle Martinez-Clares, Pilar
Perez Cusó, Francisco Javier
González-Lorente, Cristina
Professors’ Tutoring Skills: Validation of a Tool
author_facet Martinez-Clares, Pilar
Perez Cusó, Francisco Javier
González-Lorente, Cristina
author_sort Martinez-Clares, Pilar
title Professors’ Tutoring Skills: Validation of a Tool
title_short Professors’ Tutoring Skills: Validation of a Tool
title_full Professors’ Tutoring Skills: Validation of a Tool
title_fullStr Professors’ Tutoring Skills: Validation of a Tool
title_full_unstemmed Professors’ Tutoring Skills: Validation of a Tool
title_sort professors’ tutoring skills: validation of a tool
description The new profile of a university professor, which places a greater focus on students’ learning and needs, is driving a new architecture for university tutorship. This study describes the validation of a scale to measure the tutoring skills of faculty members from the perspective of students. A total of 622 students from the University of Murcia participated in the research and confirmatory factor analysis was performed with the collected data. The results demonstrate the suitability of the theoretical model put forward, which comprises four dimensions (informing and adaptation; group management and support; educational and professional guidance; continuous monitoring of students), and show that the importance of these skills is perceived to be greater than the development of these same skills by professors (p < .05). This allows us to conclude by confirming the importance of furthering knowledge of these types of skills with a view to the continuous improvement of university tutoring.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2022
url https://redie.uabc.mx/redie/article/view/4028
_version_ 1798984265133719552

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