El profesor-tutor en los programas de tutoría entre iguales en la universidad

Abstract

An indicator of quality in higher education institutions is to provide transitional guidance to first-year students (student-tutors) by covering their generic competency needs with the help of other students (student-tutors). Peer tutoring is an invaluable pedagogical resource in the organizational framework of higher education that can never replace the Institutional Welcome Plans, the tutoring exercised by the professor or even the work carried out by the university guidance services. It is rather a fundamental initiative and support that enhances and completes the development and functionality at institutional level of a University Transition Program and a Tutorial Action Plan located in the coordinates of the European Higher Education Area. Peer tutoring finds its necessary place in the recommendations that different International Organizations propose for the improvement of quality in higher education and that are collected in documents and reports that serve as a guide to the different Member States. On the other hand, peer tutoring programs are backed and supported by a series of international Networks and Associations and are also included in an extensive sample of experiences developed in universities of recognized international prestige. The work of the European group led by Topping (United Kingdom), Buchs (Switzerland), Duran (Spain) and Van Keer (Belgium), which is undoubtedly contributing to the development and expansion of this line of educational research and innovation in Europe, should also be highlighted. The purpose of this paper is to present the role of the teacher-tutor in the framework of peer tutoring programs developed in higher education institutions. It will address what their competencies and functions should be, as well as the training proposal that will enable them in their guidance and supervision tasks within the program. It will also point out the impact of the role of teacher-tutor for the improvement of their professional development, as well as for the constitution of teams, coordination of initiatives and delimitation of lines of innovation and research.