Journal articles: 'Tutor Development'

1

Aleven, Vincent, Bruce M. McLaren, Jonathan Sewall, Martin van Velsen, Octav Popescu, Sandra Demi, Michael Ringenberg, and Kenneth R. Koedinger. "Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers." International Journal of Artificial Intelligence in Education 26, no. 1 (February 10, 2016): 224–69. http://dx.doi.org/10.1007/s40593-015-0088-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

de Tychey, Claude, Joëlle Lighezzolo-Alnot, Philippe Claudon, Salomé Garnier, and Nadine Demogeot. "Resilience, Mentalization, and the Development Tutor." Rorschachiana 33, no. 1 (January 2012): 49–77. http://dx.doi.org/10.1027/1192-5604/a000027.

Full text

Abstract:

The present article first theoretically defines the term “resilience” from the clinical psychoanalytic standpoint, in view of differentiating normal development from pathological development following trauma. It then formalize two essential processes underlying resilience: mentalization and the ability to identify a developmental tutor . We studied two Romanian 12-year-old twin girls who exhibit opposing adaptations following multiple, cumulative traumas (premature birth, early severe deficiencies, parental maltreatment, parental abdication and abandonment). The study is a projective clinical study that uses a pluridimensional methodology (interviews, storytelling test, Rorschach test, and house-drawing test). The clinical data obtained clearly demonstrate the importance of two major axes in accounting for resilience or maladjustment in the face of trauma.

APA, Harvard, Vancouver, ISO, and other styles

3

Miller-Sims, Vanessa C., and Sarah W. Bottjer. "Development of neural responsivity to vocal sounds in higher level auditory cortex of songbirds." Journal of Neurophysiology 112, no. 1 (July 1, 2014): 81–94. http://dx.doi.org/10.1152/jn.00484.2013.

Full text

Abstract:

Like humans, songbirds learn vocal sounds from “tutors” during a sensitive period of development. Vocal learning in songbirds therefore provides a powerful model system for investigating neural mechanisms by which memories of learned vocal sounds are stored. This study examined whether NCM (caudo-medial nidopallium), a region of higher level auditory cortex in songbirds, serves as a locus where a neural memory of tutor sounds is acquired during early stages of vocal learning. NCM neurons respond well to complex auditory stimuli, and evoked activity in many NCM neurons habituates such that the response to a stimulus that is heard repeatedly decreases to approximately one-half its original level (stimulus-specific adaptation). The rate of neural habituation serves as an index of familiarity, being low for familiar sounds, but high for novel sounds. We found that response strength across different song stimuli was higher in NCM neurons of adult zebra finches than in juveniles, and that only adult NCM responded selectively to tutor song. The rate of habituation across both tutor song and novel conspecific songs was lower in adult than in juvenile NCM, indicating higher familiarity and a more persistent response to song stimuli in adults. In juvenile birds that have memorized tutor vocal sounds, neural habituation was higher for tutor song than for a familiar conspecific song. This unexpected result suggests that the response to tutor song in NCM at this age may be subject to top-down influences that maintain the tutor song as a salient stimulus, despite its high level of familiarity.

APA, Harvard, Vancouver, ISO, and other styles

4

d’Arripe-Longueville, Fabienne, Christophe Gernigon, Marie-Laure Huet, Marielle Cadopi, and Fayda Winnykamen. "Peer Tutoring in a Physical Education Setting: Influence of Tutor Skill Level on Novice Learners’ Motivation and Performance." Journal of Teaching in Physical Education 22, no. 1 (October 2002): 105–23. http://dx.doi.org/10.1123/jtpe.22.1.105.

Full text

Abstract:

Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.

APA, Harvard, Vancouver, ISO, and other styles

5

Rylov, A. N., and N. V. Solovova. "Tutor activity in the system of education." Vestnik of Samara University. History, pedagogics, philology 28, no. 4 (January 5, 2023): 71–77. http://dx.doi.org/10.18287/2542-0445-2022-28-4-71-77.

Full text

Abstract:

The purpose of the article is determined by the increasing importance and necessity of tutor activity in the context of digital transformation in education system, also in the educational process of students with disabilities. The article provides a retrospective analysis of tutor activity overseas and in national education system. Authors consider different approaches to the definition of the tutors concept and the content of tutor activity at various historical stages, changing of the tutors role in the conditions of institutional and social changes in society, methodological aspects at organization of different types of education. The article highlighted the main problems of professional training of tutors and prospects for the development of tutor activity

APA, Harvard, Vancouver, ISO, and other styles

6

Latyshev, Andrey S. "THE TUTOR'S COMPETENCE MODEL – DEVELOPMENT AND IMPLEMENTATION IN A MODERN RUSSIAN UNIVERSITY." Herald of Omsk University. Series: Economics 18, no. 1 (July 7, 2020): 99–110. http://dx.doi.org/10.24147/1812-3988.2020.18(1).99-110.

Full text

Abstract:

Abstract. In the current conditions of explosive development of information technologies in education, rapid obsolescence of knowledge, "death" of entire segments of professions and in¬creasing local and global competition for talent, the problem of developing and implementing a modern, competitive individual educational trajectory (IET) of students comes to the fore. Among the tools and organizational approaches designed to solve this problem, the task of forming, developing and improving the institute of tutors is highlighted. In the deep and extensive academic discussion that has developed in recent years around tutoring, the topic of tutor support at the university stands out. However, at the moment, this part of the discussion does not put an end to one of the most important issues for the organization of work of this category of aca¬demic staff – that there is a model of competence of a tutor at the university. The relevance of this issue is also confirmed by the absence of a separate professional standard of tutoring, which is certainly necessary in higher education organizations. Today, the standard "specialist in the field of education" includes only a generalized function – "tutor support of students". The article analyzes various approaches and views on the model of tutors' competencies in higher education. A working model of the competencies of this professional group is presented on the example of a modern Russian university that has successfully implemented the concept of an individual educational trajectory in its activities. There are described practical approaches and solutions for using the above model in the processes of attracting, evaluating, training and developing tutors at the university. The prospects for further development and scaling of the tutor competence model in other universities of the Russian Federation are considered. As a result of the research, new models and algorithms for the formation of tutor competencies are proposed, which can be used for scaling and implementation in higher education. This research and its results may be of interest to the management of higher education institutions, representatives of services and departments responsible for the development of new educational technologies and improving the quality of human capital of higher education institutions.

APA, Harvard, Vancouver, ISO, and other styles

7

Cheung, P. "The development of the tutor-librarian post." Health Libraries Review 5, no. 2 (June 1988): 132–33. http://dx.doi.org/10.1046/j.1365-2532.1988.5201247.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Bogunia, Karolina. "Współczesny nauczyciel tutor." Pedagogika Przedszkolna i Wczesnoszkolna, no. 1 (19) (June 2022): 7–13. http://dx.doi.org/10.4467/23537159ppw.22.002.16862.

Full text

Abstract:

Modern teacher-tutor The article deals with the topics of changes in education and training. Tutoring is becoming an increasingly popular form of working with students. The main aim of the article is to show the relationship between the work of a teacher and tutor. The author lists the features of a good teacher and tutor and persuades to introduce elements of tutoring in schools as a development opportunity for both the teacher and students.

APA, Harvard, Vancouver, ISO, and other styles

9

Tyumaseva, Zoya Ivanovna, Irina Leonidovna Orekhova, Elena Borisovna Bistray, Boris Alexandrovich Artemenko, and Elena Alexandrovna Chelnokova. "Determinants of students’ healthy lifestyle development." Samara Journal of Science 8, no. 1 (February 28, 2019): 307–13. http://dx.doi.org/10.17816/snv201981317.

Full text

Abstract:

The paper focuses on the importance of a healthy lifestyle development among students, which is reflected in the Concept of Health System Development in the Russian Federation until 2020. The authors identify the determinants of a healthy lifestyle development, which include: spatial-environmental, motivational-reflexive, activity-methodical, tutor-project determinants. These determinants are interrelated; it provides an increase in the efficiency of a healthy lifestyle development among students. In the field of activity-methodical determinant the authors consider problems of practice-oriented training of teachers. The results of a survey among students and teachers show that students are not ready to accept the values of a healthy lifestyle while teachers are not ready to use health-saving technologies. In this regard, the authors have developed and tested a program for improving teachers qualifications in the field of health preservation, contributing to the development of skills to apply health saving technologies. The tutor-project determinant determines a functional field of the tutor in project activities of students aimed at health preservation.

APA, Harvard, Vancouver, ISO, and other styles

10

Podpliota, Svitlana. "Tutoring Support as an Important Component of the Educational Process in the Context of the Development of Information and Communication Technology." Ukrainian Journal of Educational Studies and Information Technology 5, no. 3 (September 30, 2017): 84–91. http://dx.doi.org/10.32919/uesit.2017.03.08.

Full text

Abstract:

There are a lot of significant structural changes in almost all higher educational institutions in Ukraine due to time requirements. Accession to a single European space, new educational standards requires the revision and expansion of the content of pedagogical activities, functions and roles implemented by educators. Students are granted the rights and opportunities for the most complete satisfaction of individual educational requests. There was a need to review the ideas about the content of teaching activities and the emergence of new positions. In recent years, scientists have been actively discussing the introduction the position of the tutor in the education system. The term «tutor» came to us from classical universities in Great Britain and extended the notion of «teacher». Tutors became widespread, especially in the context of the gradual integration of Ukraine into the European educational space. Tutor is a historically established special pedagogical position that provides the development of individual educational programs, the potential of each student and prepares him for a changing life. Tutor controls not only student’s study, but also his behavior, way of life, attending classes, rest, appearance, etc. Tutor while working with student transmits a variety of techniques and rules for mastering new knowledge. However, learning is impossible without the use of ICT. Therefore, it is not enough for tutor to use only traditional technologies of education and upbringing. After all, without the use of computer it is difficult to satisfy the individual requests of each student. So tutors need to know the possibilities of the Internet navigate the pedagogical network communities, use innovative pedagogical technologies to increase the students’ interest in learning and activating their cognitive activity. Indeed, nowadays it is difficult to imagine a learning process without the use of modern technology. Thus, information and communication technologies should become reliable assistants of the tutor to the new conditions of life and professional activity in the information society. Application of information and communication technologies in tutoring practices is considered as an innovative approach in building the process of training and preparing students for professional activities. This is due to the fact that the computerization and application of modern information and communication technologies is an opportunity that will help to create a new system of education. Information and communication technology at the university is not a trend, but a modern necessity. They must become an integral part of the educational process. Therefore, the modern tutor must be able to work with new means of education, at least in order to ensure one of the most important rights of the student − the right in qualitative education. Consequently, in the process of tutor’s support various information and communication technologies can be used to maximize the optimization of tutor activity.

APA, Harvard, Vancouver, ISO, and other styles

11

Bigelow, J. D. "A Computerized Management Readiness Tutor: Development and Implementation." Journal of Management Education 13, no. 1 (January 1, 1989): 48–57. http://dx.doi.org/10.1177/105256298801300107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Shrestha, Prithvi, and Caroline Coffin. "Dynamic assessment, tutor mediation and academic writing development." Assessing Writing 17, no. 1 (January 2012): 55–70. http://dx.doi.org/10.1016/j.asw.2011.11.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Johnson, Joseph H., and Leonard A. Jason. "The Development of a Parent-Tutor Assessment Scale." Urban Education 29, no. 1 (April 1994): 22–33. http://dx.doi.org/10.1177/0042085994029001003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Cramerotti, Sofia. "DEVELOPMENT OF PROFESSIONAL COMPETENCIES IN TEACHERS: THE ROLE OF TUTOR AND MENTOR." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (April 6, 2022): 159–73. http://dx.doi.org/10.20319/pijtel.2022.61.159173.

Full text

Abstract:

The purpose of this article is to identify the role played by tutors and mentors in accompanying novice teachers within a specialization course aimed at supporting teachers for the classroom inclusion of students with disabilities. The specific aim of this qualitative research was to investigate the expert teachers’ features and how they (in the role of tutors and mentors) perceive the distinct role they play in the development of novice teachers’ professional competencies through peer review. In particular, the focus was on two different but interconnected activities: a) a direct internship supervised by a tutor; and b) an indirect internship supported by a mentor. Qualitative data were collected through semi-structured interviews with ten expert teachers and were analyzed using a grounded theory approach. Results show a wide proposal of features that characterize a good tutor and mentor in accompanying novice teachers’ growth. Secondly, the collected data provided an important contribution in that they helped identify the most important and useful activities (referring to the direct and indirect internships) for the development of competencies in future support teachers.

APA, Harvard, Vancouver, ISO, and other styles

15

Meinawati, Krisda Lakrisida. "PEMANFAATAN YOUTUBE DALAM MENINGKATKAN KOMPETENSI TUTOR BIMBEL EDU PRIVATE." Comm-Edu (Community Education Journal) 3, no. 1 (January 28, 2020): 19. http://dx.doi.org/10.22460/comm-edu.v3i1.3697.

Full text

Abstract:

AbstractThis research aims to improve tutor competence Edu Private Bandung. This competency improvement is carried out through training. The training is carried out with a strategy that is carried out with the planning, implementation, and evaluation stages. Based on the identification of the problem that tutors in Edu Private Bandung tutoring are still not innovative in developing the learning media used. The lack of development of instructional media is caused by the lack of innovative tutors and from the lack of support from the institution. The media used in this training is utilizing social media Youtube. The training shows that tutors actively participate in developing learning media. The benefits of this training are to attract students 'attention so that it is easier to understand the material and attract students' attention in the learning process. The final results in this study the training process can be useful for tutors by developing more learning media, fostering student learning motivation, and making the learning atmosphere more lively. The results of this study can be used as input for tutors in other tutors including in other schools in an effort to improve tutor competence in developing learning media.Abstrak Penelitian ini bertujuan untuk meningkatkan kompetensi tutor bimbel Edu Private Bandung. Peningkatan kompetensi ini dilakukan meelalui pelatihan. Pelatihan dilakukan dengan strategi yang dilakukan dengan tahap perencanaan, pelaksanaan, dan evaluasi. Berdasarkan identifikasi masalah bahwa tutor di bimbel Edu Private Bandung masih belum inovatif dalam mengembangkan media pembelajaran yang digunakan. Kurangnya pengembangan media pembelajaran disebabkan oleh kurangnya inovatif tutor serta dari kurang support nya dari pihak lembaga. Media yang digunakan dalam pelatihan ini yaitu memanfaatkan media sosial Youtube. Dalam pelatihan menunjukkan bahwa para tutor berpartisipasi aktif untuk mengembangkan media pembelajaran. Manfaat pelatihan ini untuk menarik perhatian siswa agar lebih mudah memahami materi serta menarik perhatian siswa dalam proses pembelajaran. Hasil akhir dalam penelitian ini proses pelatihan dapat bermanfaat bagi tutor yaitu lebih mengembangkan media pembelajaran, menumbuhkan motivasi belajar siswa, serta membuat suasana belajar lebh hidup. Hasil dari penelitian ini dapat dijadikan sebagai bahan masukan bagi tutor di bimbel lainnya termasuk di sekolah-sekolah lainnya sebagai upaya untuk meningkatkan kompetensi tutor dalam mengembangkan media pembelajaran.

APA, Harvard, Vancouver, ISO, and other styles

16

Ganobcsik-Williams, Lisa, Niall Curry, and Catalina Neculai. "Academic Writing in Times of Crisis: Refashioning Writing Tutor Development for Online Environments." Journal of Academic Writing 12, no. 1 (December 23, 2022): 10–21. http://dx.doi.org/10.18552/joaw.v12i1.887.

Full text

Abstract:

This paper builds on a discussion launched by the EATAW 2021 conference panel, ‘Writing Tutor Development: Challenges and Opportunities in the Current State of the Art’. As a critical discussion of the panel’s themes, the paper engages with academic writing in times of crises by zooming in on infrastructures of writing support, namely the complex system in which Academic Writing Tutoring takes place, contextualised within the Centre for Academic Writing (CAW) at Coventry University, UK. Beginning with a consideration of what constitutes a ‘writing tutor’ in contemporary contexts and at CAW, the paper outlines a range of academic writing support identities and roles, unravels the institutional drivers that shape them, and offers perspectives on reconciling apparently disparate roles. Next, the paper addresses the issue of agency in terms of the challenges of enculturating writing tutors into communities of practice, discourse communities, and research networks. This is done with a view to reflecting on the practices in CAW and beyond, thus demonstrating the need for varied development and support pathways to facilitate the move towards online delivery amid, and after, a time of global crisis, namely, the COVID-19 pandemic. The discussion centres on how challenges can be overcome through sustained professional development, focusing on the role of technology in not only refashioning academic writing support, but also the roles and practices of Academic Writing Tutors at CAW. Issues of digital pedagogies, technologies, and digital literacies permeate this discussion of the online pivot and crisis pedagogies, offering analysis, reflections, and questions to guide future directions in (online) Academic Writing Tutor development and Academic Writing (crisis) Pedagogies research.

APA, Harvard, Vancouver, ISO, and other styles

17

Manthi, Kyalo Abigail, James M. Kilika, and Linda Kimencu. "How Do Human Resource Management Practices Predict Employee Turnover Intentions: An Empirical Survey of Teacher Training Colleges in Kenya." International Journal of Business Administration 9, no. 4 (June 13, 2018): 201. http://dx.doi.org/10.5430/ijba.v9n4p201.

Full text

Abstract:

This study sought to establish how Human Resource Management practices predict tutor turnover intentions in primary Teacher Training colleges (PTTCs) in Kenya. The objectives of the study were: to establish the influence of Training, Compensation, Career development and Performance management on tutor turnover intentions in PTTCs in Kenya. The scope of the study was the Nairobi Metropolitan region. Multi stage sampling was used to obtain a sample size of 152 respondents where the actual response rate was 74.3%. The findings of the study showed that training, compensation, career development and performance management were poorly practiced and that they significantly and negatively predict tutor turnover intentions in PTTCs as they collectively accounted for 28% variation in the experienced turnover intentions among the tutors. The findings raise both theoretical and practical implications for underpinning HRM practice, behavioral science theories and personnel administrative responsibilities to college principals respectively. The study calls on future research to consider the contingent effects of the tutors' demographic characteristics and the contextual factors surrounding HRM Practice in the Colleges.

APA, Harvard, Vancouver, ISO, and other styles

18

Constantinou, Costas S., and Stella A. Nicolaou. "Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors." Qualitative Research in Education 7, no. 1 (February 27, 2018): 1. http://dx.doi.org/10.17583/qre.2018.3064.

Full text

Abstract:

Problem-Based Learning (PBL) is well known for enhancing students’ problem-solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors’ motivation, challenges and support mechanisms, and the relationship between these. The study found that there was a narrative alignment, whereby tutors identified a challenge if it disrupted their motivation to tutor, and support as effective if it addressed the challenge so as to re-establish their motivation. Based on this, we propose the “Motivation, Challenges, Support (MCS) Cycle Model” for the development of PBL tutors.

APA, Harvard, Vancouver, ISO, and other styles

19

Matazi, Issam, Rochdi Messoussi, Salah-Eddine Bellmallem, Ilham Oumaira, Abdellah Bennane, and Raja Touahni. "Development of Intelligent Multi-agents System for Collaborative e-learning Support." Bulletin of Electrical Engineering and Informatics 7, no. 2 (June 1, 2018): 294–305. http://dx.doi.org/10.11591/eei.v7i2.860.

Full text

Abstract:

The aim of this paper is the introduction of intelligence in e-learning collaborative system. In such system, the tutor plays an important role to facilitate collaboration between users and boost less active among them to get more involved for good pedagogical action. However, the problem lies in the large number of platform users, and the tutor tasks become difficult if not impossible. Therefore, we used fuzzy logic technics in order to solve this problem by automating tutor tasks and creating an artificial agent. This agent is elaborate in basing on the learners activities, especially the assessment of their collaborative behaviors. After the implementation of intelligent collaborative system by using Moodle platform, we have tested it. The reader will discover our approach and relevant results.

APA, Harvard, Vancouver, ISO, and other styles

20

Sugiran, Sugiran, Pardamean Daulay, Badrus Zaman, Faried Effendy, and Lilis Amalia. "Evaluasi Tutor Online untuk Meningkatkan Kualitas Layanan Tutorial Tatap Muka pada Pendidikan Jarak Jauh." Journal of Information Systems Engineering and Business Intelligence 2, no. 1 (April 29, 2016): 1. http://dx.doi.org/10.20473/jisebi.2.1.1-10.

Full text

Abstract:

Abstrak— Penjaminan kinerja tutor di Universitas Terbuka (UT) ditentukan dari hasil evaluasi tutor yang dilakukan secara manual dengan cara membagikan angket kepada mahasiswa. Sistem ini membutuhkan biaya besar, kurang disukai mahasiswa, mengganggu aktivitas tutorial, pengolahan angket masih dilakukan secara manual, dan laporan hasil tidak dapat diterima tepat waktu. Solusinya perlu sistem evaluasi tutor berbasis online untuk menggantikan sistem yang lama. Penelitian ini bertujuan untuk menghasilkan aplikasi sistem evaluasi tutor berbasis online yang dapat meningkatkan kualitas layanan Tutorial Tatap Muka di UT. Desain aplikasi menggunakan System Development Life Cycle (SDLC) dengan beberapa tahapan. Tahap pertama adalah analisis kebutuhan menggunakan teknik wawancara, dokumentasi dan observasi. Tahap kedua adalah analisis kebutuhan sistem yang dilakukan untuk merumuskan solusi dari permasalahan yang ada. Tahap ketetiga yaitu perancangan sistem yang digambarkan dalam bentuk diagram data flow diagram context level (DFD). Tahap keempat merupakan implementasi sistem yang dilakukan dengan membuat pseudocode. Tahap terakhir adalah pengujian sistem, menggunakan metode black box testing. Hasil ujicoba menunjukkan bahwa aplikasi sistem sudah sesuai dengan kebutuhan, dimana mahasiswa UT dapat menilai tutor dengan mengakses internet. Berdasarkan pengujian fungsional dan evaluasi aplikasi evaluasi tutor berbasis online ini dapat membantu UT dalam hal peningkatan kualitas layanan tutorial tatap muka.Kata Kunci— Sistem Evaluasi Tutor, Tutorial Tatap Muka, Pendidikan Jarak Jauh, Universitas TerbukaAbstract— Underwriting performance of tutors at the Open University (UT) is determined from the evaluation of tutors is done manually by distributing a questionnaire to students. This system is costly, less preferred students, interfere with the activity of the tutorial, the questionnaire processing is still done manually, and the report can not be received on time. The solution needs to be an evaluation system based tutors online to replace the old system. This study aims to generate application-based tutor online evaluation system which can improve the quality of service tutorial face to face at UT. Application design using the System Development Life Cycle (SDLC) with several stages. The first is a systems planning (needs analysis), using interview techniques, dokuemntasi and observation. Second, system analysis (system requirements analysis) conducted to formulate the solution of existing problems. Third, the system design (system design), which is depicted in diagrammatic form context-level data flow diagram (DFD). Fourth systems implementation (implementation of the system), carried out using pseudocode programming code based on the programming language, and Fifth, system testing, using black box method testing. Results test show that the application is in conformity with the needs of the system, where students can assess the tutor UT simply by accessing the internet. Expected results of this study, evaluation of the application form based online tutors can help UT in terms of improving the quality of face-to-face tutorial services.Keywords— Tutor Evaluation System, Face to Face Tutorial, Distance Education, Open University

APA, Harvard, Vancouver, ISO, and other styles

21

Liu, Chang, and Nigel Harwood. "Understandings of the Role of the One-to-One Writing Tutor in a U.K. University Writing Centre: Multiple Perspectives." Written Communication 39, no. 2 (February 28, 2022): 228–75. http://dx.doi.org/10.1177/07410883211069057.

Full text

Abstract:

This article presents findings from a study of a U.K. university writing centre regarding understandings of tutor roles, involving 33 Chinese international students, 11 writing tutors, and the centre director. The research used interviews and audio-recorded consultations as data to analyze and explore participants’ beliefs and understandings. The most common roles associated with tutors were proofreader, coach, commentator, counsellor, ally, and teacher. Mismatches were found in understandings of the proofreader role and counsellor role when comparing students’ views, tutors’ views, and the writing centre policy. Policy recommendations are made in light of the findings regarding how writing centres frame the tutor’s role and the function of writing consultations, in terms of (1) interrogating traditional conceptualizations of tutor role, (2) disseminating the centre’s aims to the student population and to the wider university, (3) expanding the centre’s activity across the university, and (4) strengthening tutor training and development.

APA, Harvard, Vancouver, ISO, and other styles

22

Sangadji, Kapraja. "DEVELOPMENT OF TRAINING PROFESSIONAL PRACTICE TRAINING (PPK) FOR TEACHERS TO IMPROVE GUIDANCE COMPETENCE IN STUDENTS OF PPK S1." EDU SCIENCES JOURNAL 1, no. 1 (February 18, 2020): 19–24. http://dx.doi.org/10.30598/edusciencesvol1iss1pp19-24.

Full text

Abstract:

The purpose of this study is to facilitate teacher tutors to fully understand the concept of teacher professional practice, while honing their knowledge, attitudes, and skills, as well as guiding procedures for teacher tutors in improving pedagogical competencies of undergraduate students in managing quality learning. The development of PPK training for tutor teachers in the form of modules refers to the Rowntree model. The Rowntree model is a development model specifically aimed at developing learning materials which have three main stages namely planning materials, preparing for writing, writing and re-writing. PPK training materials can have a positive influence and have a significant impact on teacher tutoring effectively in mentoring student students. This will be seen from the improvement of teacher tutor competence in mentoring PPK students. Teacher tutoring competency can improve learning performance and contribute to the ability and willingness in collaboration for self-development and contribute to the development of student mentoring

APA, Harvard, Vancouver, ISO, and other styles

23

Evans, P. A., and D. C. M. Taylor. "Staff development of tutor skills for problem-based learning." Medical Education 30, no. 5 (September 1996): 365–66. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00848.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Ying, Xu, Jiang Xiaoping, and Lin Nan. "Development of Competency Indexes to Assess Nursing Postgraduate’s Tutor." Journal of Education and Learning (EduLearn) 12, no. 1 (February 1, 2018): 1. http://dx.doi.org/10.11591/edulearn.v12i1.6629.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Ptaszynski, Michal, Pawel Dybala, Michal Mazur, Rafal Rzepka, Kenji Araki, and Yoshio Momouchi. "Towards Computational Fronesis." International Journal of Distance Education Technologies 11, no. 2 (April 2013): 16–47. http://dx.doi.org/10.4018/jdet.2013040102.

Full text

Abstract:

This paper presents research in Contextual Affect Analysis (CAA) for the need of future application in intelligent agents, such as conversational agents or artificial tutors. The authors propose a new term, Computational Fronesis (CF), to embrace the tasks included in CAA applied to development of conversational agents such as artificial tutors. In tutor-student discourse it is crucial that the artificial tutor was able not only to detect user/student emotions, but also to verify toward whom they were directed and whether they were appropriate for the context of the conversation. Therefore, as the first task in CF the authors focus on verification of contextual appropriateness of emotions. They performed some of the first experiments in this task for the Japanese language and discuss future directions in development and implications of Computational Fronesis.

APA, Harvard, Vancouver, ISO, and other styles

26

Ricart, Maria, Assumpta Estrada, and Josep Maria Fortuny. "Analysis of Tutoring in the Professional Development of STEM Teachers." Mathematics 10, no. 18 (September 14, 2022): 3331. http://dx.doi.org/10.3390/math10183331.

Full text

Abstract:

The aim of this work is to explore the impact of the use of five lenses for the professional development of mathematics teachers in a Practicum environment of a master’s degree in Teaching in Secondary Schools in Spain, based on based on the video-related model and facilitated by a tutor. This qualitative ethnographic study is part of an action research and focuses on two cases of future secondary mathematics teachers who share a university tutor. The results indicate that the application of the lenses in the video-related model produces signs of changes in professional development, both in terms of the notable events noticed by the teachers and in their narrative, and, in addition, promotes self-regulation of training. It should be noted that, throughout this process, the intervention of the university tutor or facilitator is essential. It is concluded that this model can be replicated in other STEM teacher training specializations.

APA, Harvard, Vancouver, ISO, and other styles

27

Pilin, Maya, Michael Henry Landry, Scott Roy Douglas, and Amanda Brobbel. "The Tutor Development Needs of Writing Centre Consultants Working with Undergraduate Students Using English as an Additional Language." Canadian Journal for Studies in Discourse and Writing/Rédactologie 30 (November 24, 2020): 290–313. http://dx.doi.org/10.31468/cjsdwr.827.

Full text

Abstract:

Growing numbers of international students and newcomers attending post-secondary studies means that there are more students using English as an additional language (EAL) at Canadian universities. Consequently, writing centres have recognized the need for specialized training for their tutors as they support these students. However, it is difficult to find research on tutor perspectives about these training programs in a Canadian context. The current project aimed to gather insight regarding tutors’ perceived knowledge and needs in helping students using EAL with their writing. The findings point to a need for tutor development which specifically contributes to supporting EAL writers in the form of ongoing interactive workshops on language awareness, instructional strategies, and communication skills. Twelve writing tutors completed a questionnaire in which they were asked about their previous EAL experiences, their current understanding of tutoring students using EAL, and their training needs in this area. A qualitative analysis revealed that tutors hoped to develop their ability in explaining grammatical rules, as well as improve their communication skills and developing pedagogical skills. These identified areas of development suggest a need to establish formal training in additional language acquisition theory, language awareness, and intercultural communication strategies.

APA, Harvard, Vancouver, ISO, and other styles

28

McLurkin, Denise L. "Challenges for Supporting the Development of Afterschool Tutors Who Tutor Children With Learning Disabilities." New Educator 9, no. 4 (October 2013): 346–60. http://dx.doi.org/10.1080/1547688x.2013.841508.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Rangel, Nahum, Salvador Godoy-Calderon, and Hiram Calvo. "Deep symbolic processing of human-performed musical sequences." Journal of Intelligent & Fuzzy Systems 42, no. 5 (March 31, 2022): 4739–50. http://dx.doi.org/10.3233/jifs-219261.

Full text

Abstract:

Artificial music tutors are needed for assisting a performer during his/her practice time whenever a human tutor is not available. But for these artificial tutors to be intelligent and fulfill the role of a music tutor, they have to be able to identify errors made by the performer while playing a musical sequence. This task is not a trivial one, since all musical activities are considered as open-ended domains. Therefore, not only there is no unique correct way of performing a musical sequence, but also the analysis made by the tutor has to consider the development level of the performer, the difficulty level of the performed musical sequence, and many other variables. This paper describes an ongoing research that uses cascading connected layers of symbolic processing as the core of a human-performed error identification and characterization module able to overcome the complexity of the studied open-ended domain.

APA, Harvard, Vancouver, ISO, and other styles

30

Ahmad, Siti Zulaiha, Zatil Syamimi Mohd Zamri, and Umi Hanim Mazlan. "GRAB Tutor Management System with SMS Notification." Jurnal Intelek 16, no. 2 (July 31, 2021): 107–19. http://dx.doi.org/10.24191/ji.v16i2.421.

Full text

Abstract:

Tutoring service is essential for students who require extra academic guidance in learning, especially in primary and secondary education levels. The common problems encountered by any students are the difficulties in finding the suitable tutors based on their preferred choice. The current existing web applications are still lack of responsive elements where they just only provide the fill-in form to search for the tutors. Therefore, the aim of this study is to address the inherent issue in finding suitable tutor match among the students and teachers by utilizing responsive filtering feature and SMS notification technology. The inclusion of these features is crucial to ensure that both parties informed on the appointment arrangement and status. The system known as GRAB Tutor Management System is targeted the secondary students especially the SPM candidates. This study adapts and simplifies System Development Life Cycle methodology into Three-Phase Model in designing and developing the system. The three phases are analysis, development, and evaluation phase. Each phase carries specific activities to accomplish the aim of this study and successfully delivered the proposed solution. GRAB Tutor Management System undergone a series of testing to evaluate its functionalities and acceptability. Functionality testing involved four expert and novice users, meanwhile user acceptance testing was conducted with 30 participants of secondary schoolteachers and students. The functionality test result revealed that all features are well functioned and successfully delivered. The user acceptance testing result indicates positive acceptance with the overall mean score is 4.64, which shown that the participants are agreed that this system is acceptable, easy to use and useful. It is proven that this study has successfully delivered a web-based Grab Tutor Management System with SMS Notifications that is useful for the tutors and students

APA, Harvard, Vancouver, ISO, and other styles

31

Widyastuti, Anastasia Sofie, and Sutrisno Sutrisno. "PENGARUH KOMPETENSI TUTOR, HARGA DAN PRESTASI BELAJAR SISWA TERHADAP LOYALITAS PELANGGAN LEMBAGA BIMBINGAN BELAJAR DENGAN KEPUASAN SEBAGAI VARIABEL INTERVENING." Jurnal Bina Manajemen 8, no. 2 (March 31, 2020): 78–89. http://dx.doi.org/10.52859/jbm.v8i2.88.

Full text

Abstract:

Education is an important factor in the development and progress of a nation. The development of the current education sector is marked by the many businesses that are engaged in the field of educational support services (Private Tutoring Institutions). This study aims to find out how the influence of tutor competency, course price level and learning achievement on customer loyalty through satisfaction in the Private Tutoring Institution “Master Privat”. The object of the study was the students and parents of Master Private’ students as many as 100 respondents. The method of collecting data is by distributing questionnaires. Then the data is analyzed using Path Analysis techniques with software Lisrel version 8.80 and SPSS version 22. The results showed that tutors' competency, price and learning achievement, each had a partial and significant direct effect on satisfaction. Tutor competency, price and learning achievement have a simultaneous effect on satisfaction. And the final result is the competence of the tutor, price and learning achievement influence on customer loyalty through satisfaction as an intervening variable

APA, Harvard, Vancouver, ISO, and other styles

32

Calma, Angelito, and Alvin Vista. "Evaluating the Impact of Faculty-Embedded Tutor Training Program Factors on Perceived Future Training Needs Using Structural Equation Modeling." ISRN Education 2012 (February 6, 2012): 1–11. http://dx.doi.org/10.5402/2012/426516.

Full text

Abstract:

This study examines participating tutors’ four-year feedback on a faculty-embedded tutor training program using structural equation modeling. Data from 333 tutors across all four departments in the Faculty of Business and Economics was used. Results indicate that the quality of the training session directly influences tutors’ perceived need for further skills development training and that the partial effect of facilitator effectiveness on the latter is not significant. This indicates that tutors’ indication of their future need for relevant skills in teaching and use of technology is highly influenced by the quality of the training session and much less on the facilitator’s effectiveness in delivering it. This has implications for both the way the tutor training program is perceived and the redevelopment of the questionnaire in the future.

APA, Harvard, Vancouver, ISO, and other styles

33

Samsonova, E. V. "Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education." Клиническая и специальная психология 10, no. 2 (2021): 165–82. http://dx.doi.org/10.17759/cpse.2021100210.

Full text

Abstract:

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

APA, Harvard, Vancouver, ISO, and other styles

34

Kalogiannakis, Michail, and Sotiris Touvlatzis. "Emotions Experienced by Learners and their Development through Communication with the Tutor-Counsellor." European Journal of Open, Distance and E-Learning 18, no. 2 (December 1, 2015): 36–48. http://dx.doi.org/10.1515/eurodl-2015-0012.

Full text

Abstract:

Abstract The effective communication between the learners and the tutor-counsellor has been proved to significantly promote the positive emotions, reduce the negative ones and reinforce the learners’ participation in a distance learning program. The main purpose of our research is to investigate the emotions experienced by the learners of the Hellenic Open University (HOU) and how these emotions may vary through interaction with the tutor-counsellor. In order to carry out the research, a combination of quantitative and qualitative methods was implemented. Data collection was performed via an anonymous questionnaire and semi-structured interviews. The sample of the research consisted of undergraduate and post-graduate students of the HOU. Our findings confirm the dominant place occupied by emotions in the learning process, a place that has been until recently entirely attributed to reason, while highlighting the communicative and supportive role to be taken by the tutor-counsellor in distance learning programs.

APA, Harvard, Vancouver, ISO, and other styles

35

Kim, Yong-Beom, Bok-Moon Jung, and Yung-Sik Kim. "Development of a Intelligent u-Learning System using Cyber Tutor." KIPS Transactions:PartA 14A, no. 3 (June 30, 2007): 159–66. http://dx.doi.org/10.3745/kipsta.2007.14-a.3.159.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Donnelly, Roisin. "The role of the PBL tutor within blended academic development." Innovations in Education and Teaching International 50, no. 2 (May 2013): 133–43. http://dx.doi.org/10.1080/14703297.2012.760866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Fitsilis, P., A. Kameas, and P. Pintelas. "ORIENTMAN: an intelligent tutor for the ORIENT software development methodology." Software Engineering Journal 11, no. 4 (1996): 206. http://dx.doi.org/10.1049/sej.1996.0026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Hardman, Jan. "Tutor–student interaction in seminar teaching: Implications for professional development." Active Learning in Higher Education 17, no. 1 (November 26, 2015): 63–76. http://dx.doi.org/10.1177/1469787415616728.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Orsmond *, Paul, Stephen Merry, and Kevin Reiling. "Undergraduate project work: can directed tutor support enhance skills development?" Assessment & Evaluation in Higher Education 29, no. 5 (October 2004): 625–42. http://dx.doi.org/10.1080/02602930410001689180.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Bell, Amani, and Rosina Mladenovic. "The benefits of peer observation of teaching for tutor development." Higher Education 55, no. 6 (September 1, 2007): 735–52. http://dx.doi.org/10.1007/s10734-007-9093-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Gorozhanov, Alexey I., Elena F. Kosichenko, and Innara A. Guseynova. "Teaching Written Translation Online: Theoretical Model, Software Development, Interim Results." SHS Web of Conferences 50 (2018): 01062. http://dx.doi.org/10.1051/shsconf/20185001062.

Full text

Abstract:

Teaching translation online is based on the following principles: compliance with norms and rules of social interaction in the virtual environment; recognition of the fact that the tutor is an expert in the field of theory and practice of translation and a mediator between the student and the virtual environment; availability of a communication channel for regular interpersonal contact between the tutor and the student for expert consultation. The E-learning Centre at Moscow State Linguistic University was set up in 2016 with the aim of developing foreign language online programs and delivering related online courses, part of which are courses in written translation that have proved their effectiveness mostly due to the proper theoretical and methodological basis. The English-Russian translation course discussed in this paper aims to develop translation competence through practicing translation of original articles from BBC websites. After the student accomplishes the translation of one text, he meets the tutor at a video conference to discuss the mistakes and to contemplate the difficulties of the next text. The ability to explain the reasons of mistakes, to minimize the chance of their occurrence in future is the tutor’s top priority that is based on his/her professional competence.

APA, Harvard, Vancouver, ISO, and other styles

42

Siregar, Erimson, and Nurain Suryadinata. "ASESMEN PEMBELAJARAN MATEMATIKA BERBASIS ROUND TABLE DAN TUTOR SEBAYA." Jurnal Pendidikan Matematika Universitas Lampung 10, no. 2 (June 30, 2022): 208–19. http://dx.doi.org/10.23960/mtk/v10i2.pp208-219.

Full text

Abstract:

The purpose of this research is to develop a model of mathematics learning assessment based on Round Table and Peer Tutor. This research is a Research and Development (R&D) research conducted at the Mathematics Education Study Program, University of Lampung. This research is a Research & Development (R&D) and involves 30 students as test subjects. Data collection techniques using questionnaires and observations. The results of this study obtained a mathematical learning assessment model based on the Round Table and Peer Tutor. The results of this study obtained an assessment model that combines a Round Table with peer tutors that can be used by teachers to detect student weaknesses in certain concepts and at the same time corrective steps can be taken by fellow students themselves. In addition, teachers can give assessments to students using this assessment model.

APA, Harvard, Vancouver, ISO, and other styles

43

Breytenbach, Chantal, and Suzaan Hughes. "Capacity Building To Leadership Development: An Experiential Journey." International Business & Economics Research Journal (IBER) 13, no. 1 (December 31, 2013): 1. http://dx.doi.org/10.19030/iber.v13i1.8350.

Full text

Abstract:

In this article, the researchers discuss how they utilised experiential learning techniques to transform a tutor training program into a leadership development opportunity. Through active research and narrative analysis, the researchers were able to reflect on how the tutor training program they initially developed from an operational need evolved into a leadership development program aimed at encouraging participants to reflect on their own teaching practice and develop an individual teaching philosophy that has its foundations in constructivist learning and experiential learning. The particular leadership skills that the participants developed during the training include planning and strategic thinking, organisational skills, collaboration and team work, effective communication and listening skills, emotional intelligence, and the appropriate display of emotional labour cues while facilitating tutorials. True leadership requires that the leader sets an example to followers. A follower will buy into an idea if the leader can inspire the follower to believe what he believes.

APA, Harvard, Vancouver, ISO, and other styles

44

Hughes, Nathan, Sue Wainwright, and Caroline Cresswell. "Enhancing and supporting the role of academic tutors in developing undergraduate writing skills: Reflections on the experiences of a social work education programme." Learning and Teaching 5, no. 2 (June 1, 2012): 27–48. http://dx.doi.org/10.3167/latiss.2012.050203.

Full text

Abstract:

Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic writing. This article reports on the use of a form, which was designed to encourage students to use feedback in a structured and consistent manner and to support subsequent tutor-tutee dialogue. Students and tutors who used the form suggest it encouraged students to reflect on their learning needs and identify priority issues for discussion with the tutor. However, barriers to its effective use remain. In particular, there was resistance amongst students to accessing academic support, due to anxieties that staff would look negatively upon those who seek help. Students expressed concern that tutors would perceive those seeking support as failing to cope with the demands of independent study, a set of skills they perceive that they were required to have on arrival at university, rather than to acquire during the course of their studies with the help and guidance of their academic tutor.

APA, Harvard, Vancouver, ISO, and other styles

45

Leitner, Stefan, Johanna Teichel, Andries Ter Maat, and Cornelia Voigt. "Hatching late in the season requires flexibility in the timing of song learning." Biology Letters 11, no. 8 (August 2015): 20150522. http://dx.doi.org/10.1098/rsbl.2015.0522.

Full text

Abstract:

Most songbirds learn their songs from adult tutors, who can be their father or other male conspecifics. However, the variables that control song learning in a natural social context are largely unknown. We investigated whether the time of hatching of male domesticated canaries has an impact on their song development and on the neuroendocrine parameters of the song control system. Average age difference between early- and late-hatched males was 50 days with a maximum of 90 days. Song activity of adult tutor males decreased significantly during the breeding season. While early-hatched males were exposed to tutor songs for on average the first 99 days, late-hatched peers heard adult song only during the first 48 days of life. Remarkably, although hatching late in the season negatively affected body condition, no differences between both groups of males were found in song characteristics either in autumn or in the following spring. Similarly, hatching date had no effect on song nucleus size and circulating testosterone levels. Our data suggest that late-hatched males must have undergone accelerated song development. Furthermore, the limited tutor song exposure did not affect adult song organization and song performance.

APA, Harvard, Vancouver, ISO, and other styles

46

Ahmad, Ahmad. "APPLICATION OF PRINCIPAL COMPONENT ANALYSIS METHOD ON TUTOR PERFORMANCE ASSESSMENT INSTRUMENTS WITH JEFFREYS'S AMAZING STATISTICS PROGRAM FORMULA." JISAE: Journal of Indonesian Student Assessment and Evaluation 8, no. 2 (September 18, 2022): 144–51. http://dx.doi.org/10.21009/jisae.v8i2.29453.

Full text

Abstract:

Producing tutor performance appraisal instruments is a practical step to improve the quality of human resources and the quality of non-formal education units. This instrument development research aims to produce a standard instrument for assessing tutor performance by involving 250 tutors as respondents when conducting an empirical test by filling in 33 questions representing 11 variables. Data on instrument filling was then analyzed using the formula of Jeffreys's Amazing Statistics Program (JASP) version 16.3. After the instrument met the requirements of factor analysis, an analysis was carried out using the PCA method the results in general the tutor performance assessment instrument had formed eleven main components with various sub-variables of each component such as seven sub-variables, three sub-variables, two sub-variables and one sub variable with matrix values. high correlation, so that the tutor's performance assessment instrument is suitable to be used to assess the tutor's performance.

APA, Harvard, Vancouver, ISO, and other styles

47

Mishina, Alevtina P., Natalya A. Berezova, Yuliya E. Katsenko, Aleksey A. Karenin, and Viktoriya V. Cherkashina. "Collaborative space in the development of the potential self-determination of students in a pedagogical university." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 32–39. http://dx.doi.org/10.20323/1813-145x-2022-1-124-32-39.

Full text

Abstract:

The article concretizes the concept of collaborative space: information space, distance learning, diverse interaction of subjects of educational relations on two lines: teachers-students and university-school. The collaborative space is considered as a heterogeneous interaction of a pedagogical university and other educational organizations in a single digital educational space. In the article the regional project is presented to create a collaborative space for the implementation of additional general development programs and the organization of continuing education of teaching staff. The role of the collaborative space in continuing education is revealed. Special attention is paid to the problem of professional self-determination and the development of self-determination potential from the position of the teacher's profession. Based on the analysis of the literature, it is determined that the potential of self-determination is associated with the formation of the professional orientation of the individual, the choice of profession, with work and consists in the ability to set adequate goals and make informed decisions in a situation of uncertainty. In the article IT-volunteering of students in distance learning, tutor support during pedagogical practice are analyzed. The results and effects of the tutor internship for both the tutor student and the tutor are highlighted. Tutor internship and IT-volunteering allow students to practically apply the knowledge and experience gained during training in professional activities, master new technologies, simulate options for including them in the educational process. The influence of volunteering and tutoring on the potential of self-determination to the teaching profession is investigated. The results of primary diagnostics are presented, demonstrating an increase in the potential of self-determination and interest in the implementation of professional pedagogical activity.

APA, Harvard, Vancouver, ISO, and other styles

48

Boiko, Svitlana. "Tutorial support of professional and personal development of young specialists." Problems of Education, no. 2(95) (October 7, 2021): 79–93. http://dx.doi.org/10.52256/2710-3986.2-95.2021.06.

Full text

Abstract:

The article analyzes tutoring as a pedagogical phenomenon, a particular type of pedagogical activity, which is aimed at supporting and accompanying a young specialist in the process of their work in the first years of their professional activity. Attention is drawn to the fact that tutoring is aimed at a comprehensive, systematic, holistic, comprehensive, and effective study of individual characteristics of young professionals in order to develop and implement an individual educational program of professional and diverse personal development. The effectiveness of organizational and methodological principles of tutoring of young professionals in the institution of general secondary education of Ukraine according to certain criteria (organizational, motivational, pedagogical-procedural, psychological-procedural, information-technological, methodical-procedural, communicative, and cognitive ones) based on analysis, systematization, and summarizing the results of a pedagogical experiment at the national level on the topic: “Tutoring technology as a means of implementing the principle of individualization in education,” which was held in 2015–2020 (orders of the Ministry of Education and Science of Ukraine as of 15.07.2015 No 764 and as of 04.12.2020 No 1499). It is proved that the tutor (mentoring teacher) does not choose goals for the young specialist but only helps him to see alternative ways to achieve them; assists in the development of necessary personal traits and professional competencies. The results of the research and experimental work showed that a young specialist forms into a professional due to the joint work of a tutor with a young specialist based on the use of tutoring technology and the support of the administration and the psychologist of the educational institution. The tutor creates an educational environment that allows a young specialist to gain new knowledge and skills, helps to solve certain problems in their activities. At the same time, the tutor helps to make the most effective use of various scientific and methodological materials, the Internet, and the practical experience of other young specialists.

APA, Harvard, Vancouver, ISO, and other styles

49

Gustini, Neng, Anugrah Imani, and Dede Rohaniawati. "PENGEMBANGAN BUDAYA LITERASI DI PERGURUAN TINGGI KEAGAMAAN ISLAM MELALUI PEER TUT." Kebudayaan 13, no. 1 (March 25, 2019): 1–14. http://dx.doi.org/10.24832/jk.v13i1.229.

Full text

Abstract:

AbstractThis study based on phenomenon about literacy culture of Indonesian community is low. The problems of this research are: (1) Why tradition of literacy in Tarbiyah and Teaching Faculty of Sunan Gunung Djati Islamic University is weak?; (2) How to improve tradition of literacy in Tarbiyah and Teaching Faculty?; (3) Why is it necessary to improve the literacy tradition of Peer Tutors?This study focuses on three purposes: (1) Identify literacy culture program on students in Tarbiyah and Teaching Faculty of Sunan Gunung Djati Islamic University before using peer tutor; (2) Describe implementation process of multiple intelligences through peer tutor on students’ literacy culture: (3) Explain the results of development of students’ literacy culture based on multiple intelligences through peer tutor. The method of this research is research and development. The result shows that literacy programs in Tarbiyah and Teaching Faculty of Sunan Gunung Djati Islamic University before using peer tutor have not been planned systematically, only structured learning, such as: papers, book reports and observation reports. Whereas literate culture by using multiple intelligences through peer tutor program can improve the culture of reading and writing because it was implemented using the programs as follows: Drop Everything and Read (DEAR) program: One Day One Article (ODOA) program, and One Month One Book (OMOB) program. Those activities were carried out by literacy community (KOMBIS). Besides, there was the implementation of literacy Journal, workshop, and has created literacy community which consist of 15 students who have the same programs on multiple intelligences.Abstrak :Penelitian ini bertitik tolak dari fenomena rendahnya budaya literasi masyarakat Indonesia. Permasalahannya adalah: (1) Mengapa tradisi literasi di Fakultas Tarbiyah dan Keguruan (FTK) UIN Sunan Gunung Djati lemah? (2) Bagaimana meningkatkan tradisi literasi di FTK UIN Sunan Gunung Djati? (3) Mengapa untuk meningkatkan tradisi literasi perlu Peer Tutor? Fokus penelitian adalah: (1) mengidentifikasi program budaya literasi mahasiswa di FTK UIN Sunan Gunung Djati sebelum menggunakan tutor sebaya, (2) mendeskripsikan proses implementasi kecerdasan majemuk melalui tutor sebaya pada budaya literasi mahasiswa, (3) menjelaskan hasil pengembangan budaya literasi berbasis kecerdasan majemuk melalui tutor sebaya. Metodologi yang digunakan adalah penelitian pengembangan (R&D). Hasilnya menunjukkan bahwa program literasi di FTK UIN Sunan Gunung Djati Bandung sebelum menggunakan tutor sebaya belum terencana secara sistematis, pembelajaran hanya dilakukan secara terstruktur seperti: makalah, laporan buku dan laporan observasi. Realitas budaya literasi dengan menggunakan kecerdasan majemuk melalui peer tutor dapat meningkatkan budaya membaca dan menulis karena diimplementasikan dengan menggunakan: Drop Everything and Read (DEAR) program; One Day One Article (ODOA) program, dan One Day One Book (ODOB) program. Kegiatan tersebut dilakukan oleh komunitas literasi (KOMBIS) di UIN. Selain itu, penelitian ini menghasilkan jurnal literasi, workshop, dan telah menciptakan komunitas literasi yang terdiri dari 15 mahasiswa.

APA, Harvard, Vancouver, ISO, and other styles

50

Fitri, Amelia Dwi, Harsono Mardiwiyoto, and Efrayim Suryadi. "Persepsi Mahasiswa dan Tutor tentang Kejadian Kritis Selama Diskusi Tutorial dan Jenis-jenis Interview Terhadap Kejadian Tersebut." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 3 (November 30, 2013): 159. http://dx.doi.org/10.22146/jpki.25179.

Full text

Abstract:

Background: Tutorial group discussion is one of the key features of problem based learning. The tutor-facilitated group discussion is not always work as planned. Critical incident during tutorial is one of the factors that may hinder group dynamics. Six factors hindering group dynamics (unequal participation, lack of cohesion, lack of motivation, lack of elaboration, lack of interaction, and personality problem), play role in critical incidents during tutorial. Tutor’s and students’ perception on critical incidents are affected by each individual point of view on the incidents. The point of view will influence intervention expected by students and actual intervention done by tutor. Tutor’s capability to do proper intervention is one of the factors needed to ensure group discussion to progress well. The aim of this research is to identify students and tutors perception on critical incidents during tutorial and types of intervention done by tutor to overcome these incidents.Method: This is a mixed-method research which combines quantitative and qualitative approaches. 352 students of 4 batches and 21 tutors involved in this research. Students and tutors’ perception on critical incidents were collected using questionnaire consist of 36 Likert-scale items, and 2 open-ended questions. Intervention done by tutors was further explored using focus group discussion with tutor and students, based on quantitative result.Results: Similar perception were found in both students and tutors regarding the factors influenced critical incidents during tutorial the most, which was unequal participation. Nevertheless, different perception was found between students and tutors on factor that hindered discussion which require tutor intervention; students with difficult personality, whereas tutors stated participation imbalance. The other five factors: tutor’s factors, feedback, assessment, quality of scenario, logistics, and scheduling issue were found to have role in critical incidents in tutorial. Tutor’s intervention to critical incidents had been done, even so, further development is needed.Conclusion: Students’ and tutors’ perception on critical incidents were in line in term of the most frequent incidents, but differ in factor that hinder discussion the most and require tutor’s intervention. There were many other factors that influenced critical incidents besides students’ factors. Interventions which had been done by tutors were not adequate in order to overcome arising critical incidents.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Tutor Development'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles