What is meant by Tutorial Action?_Rodríguez Martínez, Mª Dolores

THE CONCEPTUAL APPROACH TO TUTORIAL ACTION

Conceptualisation of TA

Vocational, occupational or professional guidance

Education, guidance and Tutorial Action are terms linked to educational processes from a personal, vocational and professional perspective.

Academic and educational guidance

Personal and personality orientatioN

The aims of TA should be set out at all times and places in such a way that we carry out a prior diagnosis, flexibly control the process for formative improvement and finally evaluate the impact in the following areas:

Personal development

Responsible decision-making.

Improvement of learning

Attention to diversity

Social inclusion

These actions must be carried out in all educational spaces.

Different modalities for developing tutorial actions

They can be approached by adjusting the basic models of Guidance set out by Monge (2009) as different forms of TA development.

Programmes

Clinical (Counselling)

Query

TA constrains

Source: Expósito, 2014

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TUTORIAL ACTION Model

Social Model (Contextual and temporal)

Teacher Model (role of teacher and tutor)

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School Model (Mentoring Concept)

EDUCATION Model

Agents involved in Tutorial Action

B.

A.

Their roles are oriented towards being catalysts of situations and active agents for change and improvement. The following stakeholders have an active role as TA senders and receivers.

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TUTOR

FACULTY

ORIENTATOR

STUDENT BODY

OTHER SOCIAL AGENTS

FAMILY

Prior to Action:

At the beginning:

Analysis of memories and reports of previous courses.

Formation of work groups, teaching teams and departments.

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Moments

and tasks in TA

Today's needs require a multi-pronged response. In other words, TA must be considered at all times and in all places.

After:

During:

Summative evaluation.

Formative evaluation.

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Current TA needs

Basic decalogue of the T.A. Basic conditions that the T.A. should fulfill:

Generalised, individualised

Planned, flexible

Preventive, pro active

Processes

Systemic

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Specific, integrated

Personaliser

Global

Specialised

Shared and open

Approaches and theories of personality development and learning:

Source: Expósito, 2014

CONDUCTISM CONSTRUCTIVISM

HUMANISTIC

SOCIOCULTURAL

psychoanalytical.

TECHNO-PEDAGOGICAL

Fundamental theories

Fundamental theories

Fundamental theories

Fundamental theories

Fundamental theories

• Psychoanalytic theory of S. Freud
• C.G. Jung's analytical theory

• Behaviourism of J. B. Watson
• B. Skinner's radical behaviourism

• Developmental theory of J. Piaget
• D. Ausubel's Significant Learning

• Multiple Intelligences by H. Gadner
• Emotional Intelligence by D. Goleman

• P. Freire's Social Transformation
• M. Cole's socio-cultural perspective

Rodríguez Martínez, Mª DoloresAcademic Year 2022/ 2023

Sources of information:

• Expósito López, J. (2018). Formación teórica y práctica para la Acción Tutorial en Educación Primaria. GEU Editorial.
• Expósito-Lopez, J. (2014). Chapter 1. Conceptual approach to the tutorial action. In J. Expósito-López (Coord.), Tutorial Action in Current Education (pp. 25-46). Synthesis.