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Guy, Malcolm. "Basic malaria microscopy. Part II: Tutor's guide". Transactions of the Royal Society of Tropical Medicine and Hygiene 86, n. 6 (novembre 1992): 700–701. http://dx.doi.org/10.1016/0035-9203(92)90205-q.
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Walker, John. "Basic Malaria Microscopy - Part I Learner's Guide and Part 2 Tutor's Guide". Pathology 25, n. 1 (1993): 101. http://dx.doi.org/10.1016/s0031-3025(16)35709-9.
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Luke, R. A. "Entomological field techniques for malaria control. Part II. Tutor's guide". International Journal for Parasitology 24, n. 3 (maggio 1994): 439. http://dx.doi.org/10.1016/0020-7519(94)90100-7.
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Morris, Darrell. "KEEP THE BALL ROLLING: A TUTOR'S GUIDE FOR MONITORING ORAL READING BEHAVIOR". Reading Psychology 7, n. 1 (gennaio 1986): 27–33. http://dx.doi.org/10.1080/0270271860070104.
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Velasco, Jonathan B., e Marilyne Stains. "Exploring the relationships between perceptions of tutoring and tutoring behaviours: a focus on graduate students serving as peer tutors to college-level chemistry students". Chemistry Education Research and Practice 16, n. 4 (2015): 856–68. http://dx.doi.org/10.1039/c5rp00103j.
Testo completoAbstract (sommario):
It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are often used do not take into account tutors' preexisting perceptions of tutoring, which may guide their instructional behaviours. The goals of this multiple-case study of three chemistry tutors are to characterise their perceptions of tutoring, their behaviors during tutoring sessions, and the connections between their perceptions and behaviors. Data was collected through interviews in which tutors' perceptions of tutors and tutoring were probed and through video recordings of three to four sessions for each tutor. Interviews were analyzed using a thematic analysis approach. Video recordings of sessions were analyzed using a list of codes corresponding to different types of behaviours that had been reported in prior tutoring studies. Analysis of the interviews indicated that tutors' perceptions of tutoring did not overlap fully across all the three tutors. Cross-case analysis indicates that tutors' perceptions of tutees and of the role of tutor were reflected in the instructional behaviours the tutors enacted during the sessions. The results of this study may be used to improve tutor training programmes, particularly through examining individual tutor's perceptions of tutoring as this may help anticipate natural instructional preferences of tutors.
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Modha, Bhaven. "Boost your confidence: learning new skills in orthodontics". Dental Nursing 16, n. 8 (2 agosto 2020): 402–4. http://dx.doi.org/10.12968/denn.2020.16.8.402.
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Dr Bhaven Modha's guide for prospective students to achieving success in the Certificate in Orthodontic Dental Nursing This article provides advice from a tutor's perspective. It aims to help potential students achieve success in the Certificate in Orthodontic Dental Nursing qualification. It considers: Realistic expectations Choosing a suitable course provider The need for a supportive workplace Professionalism The Record of Competence Feedback Reflection The final examination.
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Zimmermann, Martina. "Case studies in a physiology course on the autonomic nervous system: design, implementation, and evaluation". Advances in Physiology Education 34, n. 2 (giugno 2010): 59–64. http://dx.doi.org/10.1152/advan.00004.2010.
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The introduction of case studies on the autonomic nervous system in a fourth-semester physiology course unit for Pharmacy students is described in this article. This article considers how these case studies were developed and presents their content. Moreover, it reflects on their implementation and, finally, the reception of such a transformation among the students as well as the tutor's perception. Specifically, the following issues were addressed. First, how were the course unit and, within the course unit, case study components organized? Second, how was the transformation of the course unit from an originally interactive but rather teacher-centered lecture to an interactive course module achieved? Third, how were the case studies structured, what questions were asked, and what were the answers expected from the students; what additional information was provided by the tutor? Fourth, how did the implementation of these case studies work out in the actual course, i.e., how did the tutor guide the students in this interactive session and how did the students tackle the problems? Finally, how was the integration of interactive modules received by the students and what was their learning experience (as assessed by questionnaires) and learning success (as assessed through the final course exam)? Equally, the tutor's perception of this transformation and its implementation is described.
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McKevitt, Conor Thomas. "Engaging students with self-assessment and tutor feedback to improve performance and support assessment capacity". Journal of University Teaching and Learning Practice 13, n. 1 (1 gennaio 2016): 4–24. http://dx.doi.org/10.53761/1.13.1.2.
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Assessment is one of the most important elements of student life and significantly shapes their learning. Consequently, tutors need to ensure that student awareness regarding assessment is promoted. Students should get the opportunity to practise assessing work and receive tutor feedback so that they might improve on both the work and their assessment of it. The purpose of this paper is to investigate how student engagement with criteria, exemplars, self-assessment, and feedback influenced students’ performance, their assessment capacity, and also how students experienced the process. A mixed methods approach was used. Students’ performance and assessments were established using a rubric that included 5 criteria each evaluated using 5 point likert scale linked to descriptors. A thematic analysis of the focus group resulted in two themes. The findings show that overall students’ performance in the assignment significantly improved between draft and final submissions. Students’ assessment of their work significantly differed to the tutor’s on some criteria at both submissions but in opposite directions on one criterion between both submissions. The focus group found that the rubric guided students to produce their draft while tutor feedback guided them to improve on it. However, these findings require further investigation. The following recommendations ensue from the research and should assist student development concerning assessment. Tutors should give students an opportunity to assess work and also see tutor’s assessment of that work using the same criteria. Also, tutors should provide constructive feedback during an assignment.
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Pitsch, Karola, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch e Britta Wrede. "Tutoring in adult-child interaction". Interaction Studies 15, n. 1 (10 giugno 2014): 55–98. http://dx.doi.org/10.1075/is.15.1.03pit.
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Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges.
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Lizalde Gil, Manuel, Óscar Casanova López, Rosa María Serrano Pastor e Elena Escolano Pérez. "Plan de orientación universitaria para los estudiantes de nuevo ingreso. Programación de acciones y elaboración de materiales//University orientation plan for new students. Programming of actions and development of materials". REOP - Revista Española de Orientación y Psicopedagogía 29, n. 2 (10 dicembre 2018): 41. http://dx.doi.org/10.5944/reop.vol.29.num.2.2018.23152.
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RESUMENEl objetivo de este trabajo, que forma parte de un proyecto de innovación docente más amplio, fue diseñar un plan concreto de orientación universitaria dirigido a los estudiantes de nuevo ingreso en la universidad. Se partió de las necesidades del alumnado, detectadas previamente en otro estudio, y a través de pequeños grupos de trabajo cooperativo y grupos de discusión formados por tutores, mentores y expertos en orientación se realizó la programación de las diferentes acciones de orientación y su distribución temporal para un curso escolar. Posteriormente se desarrollaron diseños concretos de propuestas de intervención para cada una de las sesiones de orientación, con materiales que sirviesen de guía y ejemplo para la acción orientadora de tutores y mentores. Tras la aplicación del programa en un curso académico se procedió a la evaluación de las acciones de orientación y de los materiales diseñados. Un 69.5% de estudiantes, un 88.9% de mentores y un 83.3% de tutores están de acuerdo o muy de acuerdo en que las actividades programadas resultaron útiles. En cuanto a los materiales, un 57.2% de estudiantes y prácticamente la totalidad de mentores y tutores están de acuerdo o muy de acuerdo en que fueron útiles. Los resultados confirman el impacto positivo del proyecto, que además podría ser transferible a otros centros. ABSTRACTThe objective of this work, which is part of a wider educational innovation project, was to design a concrete plan for university orientation aimed at new students entering university. Based on the needs of the students, previously identified in another study, and through small cooperative work groups and discussion groups of tutors, mentors and guidance experts, the different guidance actions were programmed and distributed over a school year. Subsequently, concrete intervention designs were developed for each of the orientation sessions, with materials that served as a guide and example for the guiding action of tutors and mentors. Following the implementation of the programme in an academic year, the orientation actions and the materials designed were evaluated. 69.5% of students, 88.9% of mentors and 83.3% of tutors agreed or strongly agreed that the activities planned were useful. In terms of materials, 57.2% of students and almost all mentors and tutors agree or strongly agree that they were useful. The results confirm the positive impact of the project, which could also be transferred to other centres.
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Al-Hazza, Tami Craft, e Abha Gupta. "Reading Tutor Checklist: A Guide for Supplemental Reading Support for Volunteer Tutors". Preventing School Failure: Alternative Education for Children and Youth 50, n. 4 (luglio 2006): 15–22. http://dx.doi.org/10.3200/psfl.50.4.15-22.
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Brown, Kathleen J., Darrell Morris e Matthew Fields. "Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively". Journal of Literacy Research 37, n. 1 (marzo 2005): 61–94. http://dx.doi.org/10.1207/s15548430jlr3701_3.
Testo completoAbstract (sommario):
The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, 1990), an intervention for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or paraprofessionals, working under the supervision of a reading specialist, tutored 40 struggling readers twice per week for 45 minutes per session. The tutored group's instruction included guided reading in leveled texts with controlled vocabulary, word study, and reading for fluency. The control group's instruction, which was provided daily in a small-group context, featured guided reading and phonics work in the classroom basal reader. Analysis of covariance was used to compare the performance of the two groups on several end-of-year reading measures. Results showed that, overall, the tutored group outperformed the control group on each of the posttest reading measures (standardized and informal). In addition, the subset of students tutored by paraprofessionals outperformed the control students. In fact, results indicated that in the structured tutoring context, paraprofessional tutors were almost as effective as certified teachers.
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Reynolds, Dan, e Amanda P. Goodwin. "Making Complex Texts a Reality for All Students: Dynamic Scaffolding that Bridges the Gaps Between Student and Text". Voices from the Middle 23, n. 4 (1 maggio 2016): 25–31. http://dx.doi.org/10.58680/vm201628569.
Testo completoAbstract (sommario):
The Common Core requires students to read complex texts and their teachers to scaffold such reading. To investigate dynamic scaffolding in practice, we developed—a four-lesson guided-reading curriculum and paired it with a list of scaffolds at different levels (vocabulary, fluency, and comprehension) for tutors to use—during instruction with diverse middle level readers. Tutors scaffolded across levels and differentiated their comprehension (but not vocabulary or fluency)—scaffolding by student ability. Scaffolding was both flexible and consistent according to the demands of the text and the needs of the readers. Examples of—scaffolding and a guide for teachers are provided.
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Worthy, Jo, e Elizabeth Patterson. "“I Can't Wait to See Carlos!”: Preservice Teachers, Situated Learning, and Personal Relationships with Students". Journal of Literacy Research 33, n. 2 (giugno 2001): 303–44. http://dx.doi.org/10.1080/10862960109548113.
Testo completoAbstract (sommario):
In this study, we examined the reflections of 71 preservice teachers as they tutored literacy in a predominantly Hispanic American, low-income school. The carefully structured, intensively supervised practicum for each preservice teacher combined situated learning with guided critical reflection in the context of a relationship with one elementary student. Working within the framework of caring and its influence on socially mediated learning, we also explored the nature of personal relationships. Judging from their reflections, the experience of working one-on-one with a student positively influenced preservice teachers' content and procedural knowledge and self-confidence as teachers. Although not all relationships were easy to establish, the tutors' strong emotional ties with students resulted in their increased personal satisfaction, learning about teaching, and feelings of responsibility for their child's learning. Further, as tutors got to know their students, many rejected deficit notions and labels like “slow learner,” “limited-English proficient,” and “at risk” and came to regard their students as unique, valuable individuals.
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Vuma, Sehlule, e Bidyadhar Sa. "Self-assessment: how do third year medical students rate their performance during problem-based learning?" International Journal of Research in Medical Sciences 5, n. 7 (24 giugno 2017): 3044. http://dx.doi.org/10.18203/2320-6012.ijrms20172985.
Testo completoAbstract (sommario):
Background: Problem-based learning (PBL) emphasizes students’ self-directed learning. This requires students to monitor their own learning. When students enter medical school however, they do not seem to have self-monitoring skills and these need to be developed. Self-assessment exercises are useful in developing these skills. This paper emphasizes the importance of training in self-assessment during PBL. Objective was to describe third-year medical students’ self-assessment of their performance during PBL and correlate their scores with tutors’ scores, and their scores in a written progressive disclosure questions (PDQ) examinationMethods: Using the same rubric used for students’ evaluation by tutors, students scored their activities during PBL sessions. Their scores were compared with the tutor’s scores. Their scores for cognitive skills were further compared with their scores in a PDQ examination.Results: There was no statistically significant difference between the tutor and students’ scores. Low-achieving students (in the PDQ) scored themselves higher than high-achieving students. Self-assessment scores did not predict performance in the PDQ.Conclusions: Perhaps the high-achievers are more critical of themselves which drives them to work harder. Low-achieving students could be awarding themselves scores they wish to obtain and not what they deserve. They may also not understand the assessment criteria. This paper emphasizes the importance of self-assessment exercises, and the need to guide students in learning to assess themselves accurately so they may be better able to monitor their learning.
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Mbaka, Kenkelvin Kimathi, Jeremiah M. Kalai e Reuben G. Mutegi. "Influence of Principals’ Provision of Welfare Services on Tutors’ Job Commitment in Primary Teachers Training Colleges in Eastern Region Kenya". Msingi Journal 6, n. 1 (1 agosto 2022): 69–84. http://dx.doi.org/10.33886/mj.v6i1.274.
Testo completoAbstract (sommario):
The purpose of the study was to investigate the influence of principals’ provision of welfare services on tutors’ job commitment in primary teachers training colleges in Eastern Region Kenya. The study was guided by the following objective: To determine the influence of principals’ provision of welfare services on tutors’ levels of job commitment in Primary Teachers Training Colleges in Eastern Region, Kenya. The Existence Relatedness and Growth Theory of Motivation guided the study. Descriptive survey design was used. For this study, the target population entailed five (5) Teacher Training College principals, 260 tutors and 1860 second year students of the five (5) public teachers training colleges in Eastern Region, Kenya. To sample the respondents, the researcher used census method to sample the 5 college principals, and used 50% to sample the tutors and 10% for second year students giving a sample size of 130 and 186 respectively. Simple random sampling was therefore used to select the tutors and students using replacement method. The instruments used were questionnaires for tutors and teacher trainees and interview guides for principals. Data was analyzed using descriptive (frequencies, means and standard deviations) and inferential statistics (p-values from ordinal logistic regression and independent sample t-test). The results were graphically visualized through frequency distribution tables, bar graphs and tables. Regression results showed that increasing provision of welfare services by principals by 1% would promote job commitment levels of tutors by approximately 122%. The study also revealed a positive and significant relationship between provision of welfare services (medical facilities, welfare group, free meals and housing facilities) by principals and the job commitment levels among tutors (r=0.3518436, p=4.336e-05), The results implying that provision of welfare services by the principals, increased the tutors’ level of both affective,continuance and normative job commitment. Based on the findings, the study recommended that through ministry of education, to have well placed sound policy to promote principals’ training on importance of provision of welfare services in order to enhance academic performance in Primary Teachers Education Examination as a result of tutors’ job commitment
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Keller, Page. "The Rowman & Littlefield Guide for Peer Tutors". Journal of College Reading and Learning 51, n. 3 (3 luglio 2021): 175–77. http://dx.doi.org/10.1080/10790195.2021.1930938.
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Marzuki, Kartini, e Rudi Amir. "Learning Satisfaction of Students in Equivalency of Package C Learning Program". Digital Press Social Sciences and Humanities 6 (2020): 00008. http://dx.doi.org/10.29037/digitalpress.46374.
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The equality program as an alternative in solving school problems In addition to economic factors, besides the economic factors, one of the factors that influence the dropout rate is about the low learning motivation of students who are the target group of equality programs. This study aims to reveal: 1) the level of learning satisfaction related to teacher competence in the learning process, 2) the level of learning satisfaction of the learning population towards teacher competence in the application of learning methods. This research is an ex-post facto research using correlational techniques. The research population was 176 people that studying in the equivalency learning group of package C guided by the non-formal education unit of the Sawerigading Study Program in Makassar. Sampling through the stratified random sampling technique which was subsequently determined was 88 people. The results of data analysis show that: 1) the level of learning satisfaction is calculated with the ability of the tutor to understand the students in the learning process by 47%. 2) learning satisfaction related to the application of learning methods by tutors by 71%. Thus, it can be denied that learning satisfaction related to Andragogical Tutor's competency is still in the fairly temporary category in applying the learning method that already in the Good category.
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Wichgers, Inge JM, Hanke Korpershoek, Matthijs J. Warrens, Monique A. Dijks e Roel J. Bosker. "Dutch secondary school counselors’ and tutors’ views on how students should make study profile choices". Australian Journal of Career Development 33, n. 1 (25 marzo 2024): 82–94. http://dx.doi.org/10.1177/10384162231220755.
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Student counselors and tutors guide students’ choices of study profiles (subjects) within Dutch secondary education. This study addressed three research questions: (1) According to counselors and tutors, what factors should inform students’ study profile choices? (2) Into what types can the views of counselors and tutors be classified? (3) According to counselors and tutors, which factors should secondary school students consider when choosing their study profiles in a forced-choice situation? Interviews held with 70 tutors and counselors identified students’ interests, abilities, and future-oriented considerations as most important (RQ1). Six types of views were identified in which one, two, or all of the above-mentioned factors were regarded the most important by the participants (RQ2). Responses to the forced-choice situations largely confirmed different perspectives on the factors: the majority of participants perceived students’ interests very important (RQ3).
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Andriyani, Dewi, Titi Chandrawati e Susy Puspitasari. "College Students Expectation Toward Tutor in Distance Education". JTP - Jurnal Teknologi Pendidikan 25, n. 3 (27 dicembre 2023): 406–13. http://dx.doi.org/10.21009/jtp.v25i3.38869.
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Teacher performance will affect students' endurance, motivation, and spirit during learning. Someone's competence to become a teacher/Tutor is no longer enough by only mastering teaching materials, especially for tutors whose role is more as a facilitator. The purpose of this research is to find out the expectations of college students toward tutors in distance education. This research is qualitative by using a survey method. The aspect measured used an instrument of the Likert scale and then analyzed by using descriptive statistics. Key findings highlight that students recognize the importance of tutors' skills and appreciate the benefits of guided tutorials. There is a notable expectation among students for tutors and the Universitas Terbuka (UT) units to collaborate effectively to enhance tutorial services, which are integral to the learning structure in distance education. The results indicate a positive correlation between the tutors' abilities and the provision of efficient and effective learning support. Students' understanding of tutors' skills, their perception of the benefits of guided tutorials, and their internal consistency in evaluating tutor performance during tutorials are collectively rated as 'good'. This reflects the tutors' successful efforts in assisting students to become independent learners who are self-motivated and actively engaged in the learning process. The study underscores the need for focused tutor training programs aimed at developing competencies that align with students' expectations and the demands of distance education.
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Lugonzo, Humphrey Musera, Benard Omenge Nyatuka e Titus Ogalo Pacho. "Types of Social-Media and Academic Performance of Students in Primary School Teachers' Training Colleges in Vihiga County, Kenya". Cradle of Knowledge: African Journal of Educational and Social Science Research (The) 11, n. 2 (19 luglio 2023): 61–68. http://dx.doi.org/10.4314/ajessr.v11i2.1.
Testo completoAbstract (sommario):
The study examined the influence of types of social media on academic performance of students in primary school teachers’ training colleges in Vihiga County in Kenya. The Technological determinism theory by McLuhan Marshall (1964) guided the study. Correlation survey research design was utilized with the aid of mixed method approach. It involved 6 Teachers’ Training Colleges. The target population of 1584 consisted of 6 principals, 1478 students and 100 tutors. Purposive sampling technique was used to sample the 6 colleges and the 6 principals. Simple random sampling technique was used to sample 306 students and 80 tutors giving a total sample size of 392. Questionnaires and interview guide were used to gather data. Piloting was done in 2 teachers’ training colleges in Kakamega County to test validity and reliability. Validity of the tools was also tested using experts at Kisii University. Cronbach’s alpha coefficient was used to test the reliability of the tools. The questionnaires issued to tutors and students gave acceptable values of 0.78 and 0.80 respectively. Frequencies and percentages were used to analyze quantitative data descriptively. It was also analyzed inferentially using Regression, ANOVA and Pearson Product Moment Correlation to test the existence of a correlation. The findings showed that a positive correlation which was statistically significant existed between the variables in the firsts null hypothesis since the p-value got (0.000) was less than 0.05. The rejection of this hypothesis concluded that types of social media affected students' academic performance. The study recommended that students should use the various types of social media positively to bolster their academic performance.
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Thomas, Aloyce, Evans Okendo Ogoti e Victorini Salema. "Contribution of College Principals’ Frequency of Classroom Observation on Certificate Student Teachers Academic Performance in Moshi District, Tanzania". British Journal of Education 10, n. 12 (15 settembre 2022): 60–76. http://dx.doi.org/10.37745/bje.2013/vol10n126076.
Testo completoAbstract (sommario):
This study was conducted to assess the contribution of college principals’ frequency of classroom observation to enhance certificate student teachers academic performance in Moshi District, Tanzania. The study was guided by clinical supervision model. The study employed convergent research design under mixed methods. The target population were 3 college principals, 112 college tutors and 642 certificate student teachers found in the 3 public teachers colleges in Moshi District. Stratified and Simple random sampling techniques were used to select 16 college tutors and 68 certificate student teachers who were involved in the study while 2 teachers college principals automatically included in the study to make a total sample that consist of 86 respondents. Questionnaires, document analysis schedule and interview guides were used to collect the required information. Quantitative data were analyzed by using descriptive statistics and presented in tables. The qualitative data were analyzed by developing themes from research questions and presented in narrative form and direct quotations. The study found that classroom observation strategy used by Public teachers College Principals do enhance certificate student teachers academic performance as always the college principal provide warning and reprimands to tutors who fail to attend class, often the college principal make follows-up on student teacher whenever they have problems on academic issues and sometimes the college principal visits learning sessions in classroom. The study concluded that college principals’ visitation in the classrooms has a contribution to student teachers academic performance. Aspects such as provision of warning and reprimands to tutors who fail to attend class as planed in the college general time table, making follows-up on student teacher whenever they have problems on academic issues are being done by college principal. The study recommends that colleges principals should continue to carry out regular classroom visits and discuss results with the tutors’ concerned as a strategy of improving tutors’ job performance as well as student teachers academic performance.
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Aguilar Romero, Martha Patricia. "Encuentros y desencuentros en la relación pedagógica durante la práctica profesional en preescolar". Revista Relep - Educación y Pedagogía en Latinoamérica 2, n. 4 (19 luglio 2021): 22–43. http://dx.doi.org/10.46990/relep.2020.2.4.238.
Testo completoAbstract (sommario):
El proceso de formación que viven los estudiantes normalistas al insertarse en los contextos reales donde ejercerán la tarea docente, conlleva establecer relaciones con sujetos que pueden contribuir mediante tutoría o acompañamiento, en una forma de ser docente. En el contexto de las prácticas profesionales en la Licenciatura en Educación Preescolar, los estudiantes se relacionan con docentes en servicio quienes ejercen el papel de tutores y de los cuales se espera apoyo en la formación inicial mediante observaciones, orientaciones, sugerencias que guien a los futuros docentes, sin embargo para que esto suceda se debe construir entre ambos una relación pedagógica. Las ideas que se exponen en este artículo son resultado de un proceso de investigación titulada Relaciones pedagógicas: docentes en servicio y estudiantes normalistas en el contexto de las prácticas profesionales en preescolar. Esta investigación es de corte cualitativo y entiende la relación pedagógica como lugar de encuentro en el que el aprendizaje se construye entre los sujetos. El objetivo es comprender la experiencia de formación que subyace en el estudiante normalista a partir de las relaciones pedagógicas que establece con el docente titular pues como algunos interesados en el tema exponen, convertirse en profesor puede ser una tarea compleja.
Abstract
The training process that normalista students [Teacher, preschool and elementary level] experience, when actively participating in real contexts as teachers, leads to the establishment of relationships with individuals who contribute through tutoring or accompaniment on their way of becoming a teacher. In the context of their professional practices in a Preschool Bachelor’s Degree program, students interact with in-service teachers who act as tutors and, which are expected to lend support during their initial training by means of observations, orientation, recommendations that may guide these future teachers; nevertheless, so this may happen, a pedagogical relationship must be developed between the two. The ideas presented in this article are a result of an investigative process titled “Pedagogical Relationship: in-service teachers and normal students in a professional practice context in preschool”. This is qualitative, and understands the pedagogical relationship as a gathering point where the integration of learning is constructed between the individuals. The objective is one of comprehending the formation underlined in normalista students in basis of their pedagogical relationship that they establish with in-service teachers, and, as some interested groups state, becoming a teacher can be a complex undertaking.
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SEVIN, C., N. LUPPI, PD MERIGOT, M. FLORI e C. PIGACHE. "TUTEUR : UNE FICHE DE POSTE NATIONALE". EXERCER 35, n. 202 (1 aprile 2024): 184–90. http://dx.doi.org/10.56746/exercer.2024.202.184.
Testo completoAbstract (sommario):
Contexte. Depuis la réforme de 2017, les tuteurs jouent un rôle dans l’accompagnement et la certification des étudiants de 3e cycle (E3C) de médecine générale (MG). Chaque département de médecine générale (DMG) a un fonctionnement propre en matière de tutorat. Objectif. Créer une fiche de poste nationale du tuteur d’E3C de MG. Méthode. Consensus par ronde Delphi : 32 experts du tutorat de facultés françaises de médecine sollicités ont permis l’élaboration d’une première fiche de poste. Cette fiche a été présentée à 27 enseignants de MG lors d’un atelier du congrès du Collège national des généralistes enseignants (CNGE) 2021, recueillant leurs propositions de modification. Enfin, la fiche de poste modifiée a été soumise à validation des participants de l’atelier. Résultats. Trois tours de ronde Delphi avec 15, puis 14 répondants, suivis d’une validation par 18 participants à l’atelier ont permis l’obtention des caractéristiques du tuteur. Le tuteur est un enseignant, référent pédagogique de l’étudiant, formé et continuant à se former à la pédagogie. Il est diplômé et exerce la MG en soins de santé primaire. Il est l’intermédiaire entre le DMG et l’E3C. Il accompagne les mêmes E3C pendant les trois années du cursus (1 à 3 par an, maximum souhaitable 9 tutorés sur trois ans). Il tisse avec l’E3C une relation de confiance. Il identifie l’E3C en difficulté et l’oriente vers les personnes ressources. Il aide l’E3C à identifier ses besoins en formations, valorise sa réflexivité, ses démarches d’autoformation. Il le supervise en favorisant son appropriation et son utilisation du portfolio, le guide dans la réalisation de ses travaux d’écriture. Il le rencontre une fois par semestre au minimum, participe à son évaluation formative et suit sa progression tout au long du cursus. Il propose la validation de l’E3C en fin de chaque phase. Conclusion. Cette fiche de poste nationale permet de formaliser un cadre autour des missions du tuteur. Elle permet d’envisager une harmonisation du tutorat de MG en France, tout en permettant aux DMG d’adopter un fonctionnement propre.
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HAUSER, H., A. MAURY, C. HUREL, P. RENAUT e A. CHAPRON. "TUTORAT DU SERVICE SANITAIRE DES ETUDIANTS EN SANTE. LA BASCULE PEDAGOGIQUE VECUE PAR LES ETUDIANTS DE TROISIEME CYCLE". EXERCER 32, n. 170 (1 febbraio 2021): 89–94. http://dx.doi.org/10.56746/exercer.2021.170.89.
Testo completoAbstract (sommario):
Introduction. Le service sanitaire des étudiants en santé (SSeS) est une formation obligatoire introduisant de nouvelles approches pédagogiques en premier cycle des études de médecine comme la démarche-projet et l’éducation pour la santé. Un tutorat des étudiants de 3e année préparant leur SSeS, par 42 étudiants de troisième cycle volontaires, a été instauré à Rennes. Les étudiants sont ainsi formés au rôle de tuteur et à l’éducation pour la santé. Objectif. Explorer le vécu des étudiants-tuteurs du SSeS. Méthode. Entre février et juin 2019, une étude qualitative exploratoire par entretiens individuels semi-directifs a été conduite auprès d’un échantillon raisonné d’étudiants de troisième cycle. Trois entretiens d’experts ont enrichi le guide d’entretien. Les données ont été double codées avec triangulation des données et analysées pour aboutir à un modèle selon la méthode par théorisation ancrée. Résultats. Quatorze étudiants ont été inclus. Tous se déclaraient novices en éducation pour la santé. Leurs attentes étaient fortes. L’accompagnement de chaque groupe était singulier. La proximité d’âge et les réseaux sociaux facilitaient les échanges. Les étudiants se sont initiés au rôle de supervision et ont enrichi leur compétence en éducation pour la santé. La qualité des apprentissages était variable : du questionnement autonome à un recours passif aux expériences antérieures. Elle était influencée par le degré d’interactions tuteur-tutorés et la disponibilité de l’étudiant de troisième cycle. Discussion. L’intérêt pédagogique pour les étudiants est double par l’acquisition de compétences en tutorat et éducation pour la santé en lien avec les objectifs pédagogiques du 3e cycle. Différents facteurs influencent la qualité des apprentissages. Les apprentissages réciproques se réfèrent au socioconstructivisme.
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Ampomah, Robert, e Francis Owusu Mensah. "The Moderating Role of Gender Between Job Satisfaction and Organisational Commitment in Ghanaian Colleges of Education". British Journal of Multidisciplinary and Advanced Studies 4, n. 4 (19 luglio 2023): 14–33. http://dx.doi.org/10.37745/bjmas.2022.0244.
Testo completoAbstract (sommario):
In an era where governments and organisations dedicated to improving education worldwide are concerned about quality teacher education and dominate the national discourse, it is crucial to emphasise teacher quality, gender parity, satisfaction, and commitment. This article examines the role of gender as a moderator between tutor job satisfaction and organisational commitment in Ghanaian Colleges of Education. A research hypothesis was formulated with a cross-sectional survey to guide the study. A sample of 319 tutors was used. Multivariate multiple regression, SEM and Process Analysis were used to test the hypothesis. The study revealed that gender was a significant moderator between job satisfaction and organisational commitment of tutors in Ghana. As a result of this, it was recommended that the governing council focus on factors affecting the extrinsic and intrinsic motivations (job satisfaction) of their tutors so that stronger commitment and greater loyalty may be demonstrated by the tutors.
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Mathieson, Andrew. "Book Review: Teaching, Learning and Study Skills: A Guide for Tutors". Active Learning in Higher Education 6, n. 2 (luglio 2005): 172–73. http://dx.doi.org/10.1177/1469787405054241.
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Efthymiou, Andrea R. "Book Review: The Oxford Guide for Writing Tutors: Practice and Research". WLN: A Journal of Writing Center Scholarship 42, n. 3 (2017): 15–18. http://dx.doi.org/10.37514/wln-j.2017.42.3.04.
Testo completo
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Lugonzo, Humphrey Musera, Benard Omenge Nyatuka e Titus Ogalo Pacho. "Effect of Frequency of using Social-Media on Academic Performance of Students in Primary School Teachers' Training Colleges in Vihiga County, Kenya". Cradle of Knowledge: African Journal of Educational and Social Science Research (The) 11, n. 3 (7 ottobre 2023): 129–37. http://dx.doi.org/10.4314/ajessr.v11i3.4.
Testo completoAbstract (sommario):
The study investigated the effect of frequency of social media usage on academic performance of students in primary school teachers’ training colleges (TTCs) in Vihiga County, Kenya. The Technological Determinism theory by McLuhan Marshall (1964) guided the study. Correlation survey research design was employed in the study with the aid of mixed method approach. It was conducted in 6 colleges. The target population of 1584 comprised of 6 principals, 100 tutors and 1478 students. The 6 colleges and the 6 principals were sampled purposively. Simple random sampling technique was used to select 306 students and 80 tutors using the table developed by Krejcie and Morgan (1970) to give a sample size of 392. Questionnaires and interview guide were used to collect data. Validity and reliability were determined by piloting these tools in 2 teachers’ training colleges in the neighbouring Kakamega County. Reliability was established through the Cronbach’s alpha coefficient which yielded acceptable values of 0.78 and 0.80 for the questionnaires issued to tutors and students, respectively. The Statistical Package for Social Sciences version 20 assisted in data analysis. Quantitative data was analysed descriptively using frequencies and percentages. It was presented in tabular form. It was also analysed inferentially using Pearson Product Moment Correlation, Regression and ANOVA to test if a correlation existed between the variables. The study findings revealed that a positive significant association existed between the independent and the dependent variables since p = 0.000 < 0.05. The rejection of the null hypothesis led to a conclusion that the frequency of using social media influenced academic performance. The study recommended that students should always use appropriate social media platforms to bolster their academic performance.
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Liu, Yan, e Yanpeng Qu. "Discussion on the Academic Guidance Strategy Based on the Students’ Personalities under the Undergraduate Tutor System". SHS Web of Conferences 152 (2023): 03001. http://dx.doi.org/10.1051/shsconf/202315203001.
Testo completoAbstract (sommario):
Undergraduate tutorial system is an educational mode being implemented by many universities in China. Under the tutorial system, there is a theoretical value and practical significance to explore the guiding strategy based on the personalities of college students.The authors give three guidance advises through the theoretical studies and the experiences of undergraduate tutors; The first is to establish a good teacher-student relationship, the second is to provide a speciality guidance based on the personalities and academic background, and the third is to guide the students’ personality cultivation . When the tutors apply and adjust the guidance strategy in the communication with the students, the students’ comprehensive qualities and abilities can be enhanced, and the tutors’ own scientific research and teaching level can be improved.
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Pangastuti, Dwiretno, Natalia Widiasih e Diantha Soemantri. "Piloting a constructive feedback model for problem-based learning in medical education". Korean Journal of Medical Education 34, n. 2 (1 giugno 2022): 131–43. http://dx.doi.org/10.3946/kjme.2022.225.
Testo completoAbstract (sommario):
Purpose: Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials.Methods: This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model.Results: Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure.Conclusion: The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.
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Agbeko, David Tsitu, Kofi Mensah, Alexander Obiri Gyampoh, Stephen Kwame Amoako e Florence Harvey. "Examining Colleges of Education Science Tutors’ Practices of Differentiated Instructions: A Study of Colleges of Education in the Volta Region". International Journal of Rehabilitation and Special Education (IJRSE) 2, n. 2 (4 settembre 2022): 87–98. http://dx.doi.org/10.48165/ijrse.2022.2.2.4.
Testo completoAbstract (sommario):
The study aimed to examine colleges of education science tutors’ practices of differentiated instruction in the Volta Region of Ghana. The study employed explanatory sequential design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected based on having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale, and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product, and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.
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Morgan, Alexander, James Moore e Alexander Duff. "Guide the way: Tutored reflection facilitates professional identity formation". Medical Teacher 41, n. 2 (6 ottobre 2018): 235–36. http://dx.doi.org/10.1080/0142159x.2018.1515478.
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Benedicta Enid Mawuse Danku e Dr Mark Mishiwo. "THE UPGRADING OF TEACHER TRAINING INSTITUTIONS IN GHANA TO COLLEGES OF EDUCATION: IMPLICATIONS ON TUTOR JOB SATISFACTION AND COMMITMENT". International Journal of Applied Research in Social Sciences 4, n. 10 (7 dicembre 2022): 370–84. http://dx.doi.org/10.51594/ijarss.v4i10.422.
Testo completoAbstract (sommario):
The study sought to explore tutors’ job satisfaction and commitment in the face of the continuous attrition of tutors in Colleges of Education to the Public Universities while Colleges of Education have been upgraded to tertiary level. Eighty-five tutors purposively selected from two Colleges of Education in Ghana constituted the sample for the study. A descriptive survey design was used to provide description of issues related to Job Satisfaction and Commitment among tutors working in Colleges of Education in Ghana. A questionnaire was used to collect data for the study. The results of the study revealed that a majority, of tutors were satisfied with the procedures for promotion since it did not hinder progression. A majority of tutors were satisfied with administrative rules and procedures since they were used as guide to solutions. A majority of tutors were also satisfied with their principal’s actions since they attended to their needs. However, a majority of tutors were not satisfied with vehicle maintenance, overtime, fuel and committee sitting allowances. A majority of tutors were also dissatisfied with their salary compared to the inputs (skills, knowledge, ability and work load). Moreover, gauging the affective, continuance and normative commitment levels among tutors in the selected Colleges of Education for the study, affective commitment recorded the highest mean suggesting that tutors were emotionally attached to their colleges as well as identified themselves with their colleges. However, tutors recorded low mean in continuance commitment, indicating that they had no feelings of obligation to remain with the Colleges of Education. Consequently, it was recommended that the Government of Ghana through the Ministry of Education and the Ministry of Finance should ensure that compensations for tutors of Colleges of Education are as good as that of other public Universities and stakeholders of Colleges of Education should not focus only on monetary compensations in ensuring job satisfaction and commitment of tutors.
Keywords: Job Satisfaction, Affective Commitment, Continuance Commitment, Normative
Commitment.
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Rodríguez-Calvo, Magaly. "ESTRATEGIAS METODOLÓGICAS QUE SE PUEDEN APLICAR EN LAS GIRAS Y PRÁCTICAS DE CAMPO EN EDUCACIÓN SUPERIOR A DISTANCIA. METHODOLOGICAL STRATEGIES THAT CAN BE APPLIED IN THE FIELD TOURS AND PRACTICES IN HIGHER SUPERIOR DISTANCE EDUCATION." Revista Electrónica Calidad en la Educación Superior 2, n. 2 (19 agosto 2011): 86–102. http://dx.doi.org/10.22458/caes.v2i2.425.
Testo completoAbstract (sommario):
En educación a distancia es indispensable que el profesor tutor oriente y brinde información, utilizando estrategias apropiadas para motivar a los estudiantes a generar conocimientos prácticos que requieren desarrollar y aplicar en el campo. De esta manera se adquieren destrezas y habilidades que complementan con lo adquirido teóricamente, para lograr lo propuesto, el modelo de educación a distancia requiere del uso de las tecnologías por que facilitan la comunicación asertiva. Uno de los propósitos de este modelo es vencer los problemas que se presentan, reduciendo tiempo y recursos que se utilizan, para que los estudiantes logren aprender a aprender. Todo proceso académico demanda calidad, por lo tanto es necesario que los profesores tutores tengan una formación continua e innovadora para facilitarles adecuados métodos y técnicas de aprendizaje como en el caso de las giras y prácticas de campo, así se logrará en un futuro que los estudiantes construyan sus propias ideas, creencias, principios, valores y normas a favor del ambiente y su entorno para la toma de decisiones a nivel profesional y social.Este artículo pretende mencionar algunas estrategias metodológicas que pueden utilizar los profesores tutores a la hora de realizar giras y prácticas de campo, con el fin de que los estudiantes obtengan el mayor provecho en los cursos que se realiza estas actividades en educación superior a distancia. Palabras clave: estrategias metodológicas, educación a distancia, proceso de enseñanza y aprendizaje, herramientas tecnológicas, modelos de aprendizaje, calidad del proceso académico, giras y prácticas de campo, actividades prácticas. AbstractIn distance education is essential that the tutor guide and provide information using apporpiate strategies to motivate students to build skills that are requiered to develop and implement in the field. This will acquiere skills and abilities that complement the acquiered theory, to achieve the proposed model that distance education requires the use of technologies that facilitate assertive communication. One purpose of this model is to overcome the problems that arise, reducing time and resouces used, so that students achieve learning to learn.All academic process demands quality, therefore it is necessary that tutors have a continuous training to facilitate appropriate and innovative learning techniques and methods as is the case of the tours and field practice, this will result in future students build their own ideas, beliefs, principles, values and standards for the environment and their personal space for decision making in professional and social.This article aims to mention some methodological strategies that tutors can use when touring and field practice, in order that students get the most out of course that performs these activities in distance higher education.Keywords: methodological strategies, distance learning, teaching and learning, technological tools, learning models, quality of the academic process, tours and field practices, practical activities.
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Nyarko, Phyllis Agyeman. "Tutor management support services in colleges of education in Ashanti region, Ghana". Ghana Journal of Education: Issues and Practice (GJE) 3 (1 dicembre 2017): 75–96. http://dx.doi.org/10.47963/gje.v3i.491.
Testo completoAbstract (sommario):
The availability of tutor management support services provide the needed guidance, direction and assistance to tutors in the performance of their duties and help overcome diverse challenges they face – professional, personal, material and emotional that can potentially affect their work. The study explored management support services in public colleges of education in the Ashanti Region of Ghana. Four research questions and a hypothesis guided the study. Using the census sampling technique all tutors and all principals were used for the study. Data were collected using the questionnaire, and analysed using means and standard deviations, and chi square. Findings include existence of orientation for new tutors and performance appraisal. It was concluded that in-service programmes help tutors to improve upon their skills, and study leave is the preferred incentive for tutors. It is recommended that principals in colleges of education in the Ashanti Region should ensure that orientation programmes are organised for newly recruited tutors. Again, principals of the colleges should be encouraged to continually ensure that tutors are appraised on their performance.
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Agbeko, David Tsitu, John Yale e Ruby Hanson. "Science Tutors’ Knowledge of Differentiated Instruction in Colleges of Education in Volta Region, Ghana". Journal for Research in Applied Sciences and Biotechnology 2, n. 1 (15 febbraio 2023): 115–29. http://dx.doi.org/10.55544/jrasb.2.1.16.
Testo completoAbstract (sommario):
The purpose of the study was to explore science tutors’ knowledge of differentiated instruction in the Colleges of Education in the Volta Region of Ghana. The study employed sequential explanatory design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected on the basis of having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.
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Son, Ye Ji, e Jeongmin Lee. "Exploring the Challenges Faced by Tutors for a University Tutoring Chatbot Design". Korean Association For Learner-Centered Curriculum And Instruction 24, n. 11 (15 giugno 2024): 659–78. http://dx.doi.org/10.22251/jlcci.2024.24.11.659.
Testo completoAbstract (sommario):
Objectives The purposes of this study were to investigate the challenges faced by tutors in a tutoring program and provide insights for the development of chatbots intended to assist tutors. Methods This study employed the data-triangulation method. 9 tutors from College of Education in the metropolitan area were interviewed about the difficulties they encountered at various stages of the tutoring program. In addition, video recordings of tutoring sessions and previous research on the challenges tutors face were collected and analyzed. The interview data in this study were categorized using Creswell's qualitative research analysis and were validated by comparing the analysis of the tutoring videos and the previous research. Results Tutors encountered various challenges both when at the beginning and during the tutoring program which can be divided into three phases: preparation, activity, and reflection. Initially, tutors faced challenges in their instructional role, particularly as learning process guides. Sencond, tutors also encountered difficulties in their instructional role during preparation. Third, during activity procession tutors also experienced challenges in instructional role. Furthermore, they have problem with social role and administrative role as learning manager. Finally, during reflection, tutors encountered difficulty in their administrative role as organizational manager. These findings have implications for tutor support chatbot design. Conclusions This study categorized the difficulties experienced by tutors based on the time process of the tutoring program and role of the tutor. Based on these results, this study provides implications for designing a chatbot to assis tutors in resolving their challenges.
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Malik, Muhammad Abdul, e Irshad Hussain. "The Attitude of Prospective Teachers towards Guidance and Counseling Services in Distance Education of Pakistan". Global Social Sciences Review III, n. IV (30 dicembre 2018): 472–85. http://dx.doi.org/10.31703/gssr.2018(iii-iv).32.
Testo completoAbstract (sommario):
This study evaluated the attitude of prospective teachers towards “guidance and counseling services” in distance education. The survey method was used for data collection from 730 B.Ed. learners of the AIOU by using questionnaires on a five-point rating (Likert) scale. The results indicated that the majority of the prospective teachers (80.24%) appeared to be satisfied with information services and the channels of providing such services by AIOU. More than half of the respondents (57.81%, 57.59%, and 57.81%) appeared were unsatisfied with the provision of tutors information, guidance by their tutors on writing assignments, and tutorial meetings (respectively). Overall, more than half of the respondents appeared with their positive perception about “guidance and counseling services”. The study recommended tutors training on how to tutor in distance education; how-to guide and facilitate distance learners in writing good assignments.
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Arko, Augustus Daniel, e Ebenezer Kporyi. "Evaluation of the Implementation of Distance Education Social Studies Curriculum in Ghana". International Journal of Education, Teaching, and Social Sciences 3, n. 2 (7 aprile 2023): 143–59. http://dx.doi.org/10.47747/ijets.v3i2.1107.
Testo completoAbstract (sommario):
This study investigated the implementation of distance education Social Studies curriculum in Ghana. A concurrent embedded mixed-method design was used for the study. Four research questions were formulated to guide the study. The population for the study consisted of all 168 Social Studies tutors of the College of Distance Education, University of Cape Coast, and data was gathered from questionnaire interviews and observations. The mean and standard deviation were used to analyse research questions one, three, and four, while thematic analysis was performed for research question two. The results revealed that the study centres of the college had inadequate physical facilities and instructional materials. Also, the primary instructional methods used by tutors at the college were discussion, expository, inquiry, discovery, role-play, and comparative learning methods but there was a lack of motivational packages for tutors. Furthermore, Social Studies tutors were found to have a high level of self-efficacy for students’ engagement and were efficient in helping students to think critically about social issues. Recommendations were made for the improvement of facilities as well as instructional materials.
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Antonella, Emmy. "Tutors' and Students' Views on Learning and Feedback in Problem-Based Learning". European Journal of Educational Research 12, n. 2 (15 aprile 2023): 705–17. http://dx.doi.org/10.12973/eu-jer.12.2.705.
Testo completoAbstract (sommario):
<p style="text-align: justify;">The successful application of the problem-based learning (PBL) approach requires feedback from the tutor to the student to guide the latter's learning process. The aim of this study was to characterise the views of a group of Chilean undergraduate students of Primary Teaching and their tutors regarding PBL methodology, and the role of feedback in it. Qualitative research was carried out based on a case study that gathered the views of students and tutors through a focus group. The methods of analysis adapted to the needs of this study are those derived from discourse analysis and especially from discourse in interaction in its three dimensions: interlocution (framework of participation), thematic (topic of discussion) and enunciative (enunciative positioning). The results indicate that students' views emphasised the inter-student collaboration involved in PBL, while tutors emphasised the motivational value of the methodology. However, both recognised the important role that feedback plays in enhancing learning opportunities. Knowing the views of both tutors and learners is central to improving PBL and feedback practices.</p>
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Magembe, Kija. "Tutors’ Understanding of Competence-Based Education and Training in Tanzania: A Case of Morogoro Ardhi Institute and Tabora Ardhi Institute". Journal of Adult Education in Tanzania 25, n. 1 (30 giugno 2023): 56–73. http://dx.doi.org/10.61408/jaet2023v25i01.04.
Testo completoAbstract (sommario):
This study aimed at examining examine tutors’ understanding of competency-based education and training in Tanzania at the tertiary level. To achieve this objective, three research questions were designed and worked on: what is the level of tutors’ understanding of competence-based curriculum (CBC) and its objectives? Are the tutors well prepared to implement CBC in the institutes? And what challenges are faced in using CBC among tutors? A convergent mixed methods research design guided the study. Purposive sampling technique was used to select a sample of 25 respondents. Data were collected using questionnaires and focus group discussions (FGDs). Quantitative data were analysed using descriptive statistics whereas qualitative data were analysed using thematic analysis. The study found out that 42.4 % of tutors had satisfactory level of understanding of CBC and its objectives. The findings also revealed that majority of tutors (72%) agreed that they were well prepared to implement CBC at their workplaces. Moreover, it was found out that lack of flexibility among tutors to adopt CBC, inadequate teaching and learning facilities, overloaded curriculum, overcrowded classrooms, and tutors’ limited knowledge about competence-based teaching were the key challenges facing tutors in implementing CBC. It was therefore concluded that majority of tutors understand the concept and the objectives of CBET curriculum. Based on the findings and conclusion made, it is recommended that frequent training on CBC among tutors be provided on regular basis to keep them abreast of ever-changing education sector. It is also recommended that institutions should ensure availability of teaching and learning materials and infrastructure. Keywords: Curriculum, Competence, Tutors, Tertiary education, Tanzania
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Aravind, Vasudeva Rao, e Craig Refugio. "Efficient learning with intelligent tutoring across cultures". World Journal on Educational Technology: Current Issues 11, n. 1 (6 febbraio 2019): 30–37. http://dx.doi.org/10.18844/wjet.v11i1.3984.
Testo completoAbstract (sommario):
Science and engineering departments face high student attrition due to perceived difficulty of courses in these disciplines. To subdue student attrition, students need to be guided by individual tutors to help them learn, practice and test their understanding of concepts. However, due to the exorbitant cost and time involved, this is not practical. In this article, we argue that computer-based tutors authored by teachers can serve as a useful tool to assist student learning in challenging scientific concepts. About 8,000 fine-grained interactions with our tutor by 72 students in two countries—USA and Philippines—were analysed in the framework of learning curve theory to estimate prior knowledge, learning rate and residual error rate to gauge tutor efficiency. Computer-based tutors accelerate learning and such tutors are viable, effective, and facile options to improve student learning.
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Kanamugire, Camille, Lakhan Lal Yadav e Agnes Mbonyiryivuze. "Tutors’ perceptions about science curriculum reforms and challenges for their implementation in Teacher Training Colleges in Rwanda". African Journal of Educational Studies in Mathematics and Sciences 15, n. 1 (18 luglio 2019): 101–16. http://dx.doi.org/10.4314/ajesms.v15i1.9.
Testo completoAbstract (sommario):
This paper reports science tutors’ perceptions about science curriculum reforms occurred in Rwanda from 1996 to 2013 in Teacher Training Colleges (TTCs). It also highlights their perceptions about challenges and factors for effective implementation of Integrated Science Curriculum (ISC). Data for the study were collected from 26 science tutors teaching ISC in 11 TTCs from 4 provinces using questionnaires and structured interviews. Results showed that a slim majority of science tutors were not resistant to curriculum reform. Even if most of the science tutors were confident while teaching most of the topics in ISC, they have experienced some difficulties in teaching physics and cross-cutting domains related topics as well as practical activities. Other identified challenges include lack of qualified tutors to teach ISC in TTCs, insufficient contact hours allocated to ISC topics, tutors’ heavy workload, lack of sufficient science laboratory equipment and materials. In addition to TTC libraries that are not well equipped, lack of textbooks and teacher’s guides, as well as lack of in-service tutors’ training, were stressed to be some of the challenges. Even if it was found that most competencies, skills, knowledge and attitudes gained by student-teachers after completing ISC were highly rated by science tutors, communication skills and problem-solving skills that are claimed to be important skills needed by graduates of science in the workplaces were poorly rated. The recommended strategies to overcome the identified challenges include active involvement of TTCs’ science tutors in designing and development of ISC. Moreover, all TTCs should be provided with qualified science tutors to teach ISC. Training for in-service science tutors, recruitment of qualified tutors, and provision of adequate facilities, libraries and well-equipped science laboratories for all TTCs are also recommended.
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Aravind, Vasudeva Rao, e Craig Refugio. "Efficient learning with intelligent tutoring across cultures". World Journal on Educational Technology: Current Issues 11, n. 1 (11 febbraio 2019): 30–37. http://dx.doi.org/10.18844/wjet.v11i1.4007.
Testo completoAbstract (sommario):
Science and engineering departments face high student attrition due to perceived difficulty of courses in these disciplines. To subdue student attrition, students need to be guided by individual tutors to help them learn, practice and test their understanding of concepts. However, due to the exorbitant cost and time involved, this is not practical. In this article, we argue that computer-based tutors authored by teachers can serve as a useful tool to assist student learning in challenging scientific concepts. About 8,000 fine-grained interactions with our tutor by 72 students in two countries—USA and Philippines—were analysed in the framework of learning curve theory to estimate prior knowledge, learning rate and residual error rate to gauge tutor efficiency. Computer-based tutors accelerate learning and such tutors are viable, effective, and facile options to improve student learning.Keywords: Intelligent tutoring, physics education, engineering education, educational technology.
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Utami, Citra, Zulfahita Zulfahita, Buyung Buyung e Evinna Cinda. "Bimbel Activities Program Guide Using Collaborative Approach of School Elementary Student at Village Pajintan". International Journal of Public Devotion 1, n. 1 (25 aprile 2018): 21. http://dx.doi.org/10.26737/ijpd.v1i1.556.
Testo completoAbstract (sommario):
Free Tutoring Program conducted by lecturers collaborate with students STKIP Singkawang seeing their children's needs will be additional learning after school. Tutoring helps students in doing homework on a given subject in school and help the students' understanding of the lessons they do not understand at school. In addition to assisting students in understanding cognitive activities, tutors also inculcate moral values are good to the students as a way to talk, behave towards older people and others. Tutoring also helps faculty to see the education of elementary school children in pajintan and tutors teach students to develop their abilities in front of the children as their stock later after becoming a teacher. Tutoring activity is carried out twice a week is Saturday and Sunday at 15: 00-16: 030. Kids will get together and tutor will ask them what they learned today. Then divide each tutor will be in accordance with the appropriate number of students and subjects what they want to learn. The number of students in the activities is 26 students tutoring kids who follow learning have willingness to learn. Results are expected after tutoring activities are the students who are expected to gain new knowledge or mastery of a better school after attending tutoring
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Opoku, Ernest, Dacoster Kwaku Boakye, Christina Dzirasah e Alexander Opoku-Danso. "Examining the Quality of Learning Environment of Sandwich Programmes in Ghana: A Case of Institute of Education". African Journal of Empirical Research 5, n. 2 (4 maggio 2024): 331–42. http://dx.doi.org/10.51867/ajernet.5.2.29.
Testo completoAbstract (sommario):
This paper reports on a study that examined the quality of the learning environment of sandwich programmes in Ghana. The study used a sequential explanatory mixed method design and focused on tutors and 400 students of the programme. The Total Quality Management Theory, Expectation Confirmation/Disconfirmation Theory, Context, Input, Process, and Product Evaluation Model underpined the study. A disproportional stratified selection method was used to select 1,000 students and 50 tutors from each of the four teaching centres. While a purposive sampling method was employed to select 12 students and eight tutors involved in sandwich programmes for follow-up interviews. The data were collected using a questionnaire and an interview guide. The quantitative data was analysed using means and standard deviation, while the qualitative data were subjected to thematic analysis. These findings revealed that the tutors show concern for the welfare of the students and offer chances for student-teacher contact. However, big class sizes limit how much faculty can customise the learning environment. Also, students were friendly, helpful, cooperative, and supported one another during activities. The study recommended that the management of the Institute of Education and centre coordinators make every effort to secure spacious classrooms to help reduce large class sizes and increase opportunities for student-teacher interactions, cohesiveness, and students' participation in the classroom. In addition, tutors should foster an atmosphere that invites student interaction and identify students' strengths and weaknesses.
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Anwika, Yuka Martlisda, Titi Maemunaty, Wilson Wilson e Aswandi Bahar. "Implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors". SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 9, n. 4 (30 novembre 2021): 627. http://dx.doi.org/10.24036/spektrumpls.v9i4.115447.
Testo completoAbstract (sommario):
This study aims to determine the implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors in Kampar Regency. The method used is descriptive qualitative. Researchers used observation, interviews and documentation. Sources of data are 2 tutors 5 students. The results showed that the implementation of the andragogy learning model was the delivery of material from the tutor/training instructor according to the material that had been mutually agreed upon, then there was a question and answer or discussion for joint evaluation. The results of the andragogy learning model showed that there was an increase and change in terms of knowledge, attitudes and skills. In knowledge knowing about andragogy competencies and how to apply them in adult learning. In attitude that the trainees are very good in attitude, behavior and activity so that enthusiasm in learning is very good. In terms of skills, participants have been able to practice in learning about andragogy competencies because they have in-depth understanding of andragogy competencies for tutors after training. The supporting factors are the enthusiasm of the participants, the focus of the participants, supported by PKBM Mutiara Kampar, the network between PKBM and tutors who are able to guide the participants well, and teach the material as expected. The inhibiting factor is the timing and delivery of materials that adapt to the understanding of the participants.
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Méndez, Jorge M., Analía G. Dall'Asén, Brenton G. Cooper e Franz Goller. "Acquisition of an Acoustic Template Leads to Refinement of Song Motor Gestures". Journal of Neurophysiology 104, n. 2 (agosto 2010): 984–93. http://dx.doi.org/10.1152/jn.01031.2009.
Testo completoAbstract (sommario):
Vocal learning, a key behavior in human speech development, occurs only in a small number of animal taxa. Ontogeny of vocal behavior in humans and songbirds involves acquisition of an acoustic model, which guides the development of self-generated vocalizations (sensorimotor period). How vocal development proceeds in the absence of an acoustic model is largely unknown and cannot be studied directly in humans. Here we explored the effects of an acoustic model on song motor control by comparing peripheral motor gestures (respiration and syringeal muscles) of tutored birds with those of birds raised in acoustic isolation. Although the overall use of syringeal muscles during song was similar in both groups, tutored birds displayed enhanced temporal patterns of activation in respiratory and syringeal motor gestures. Muscle activation was more uniformly distributed throughout the song of tutored birds than that of untutored birds. Similarly, the respiratory effort was similar for both groups, but the expiratory pulses of song contained more modulations and temporal complexity in tutored birds. These results indicate that the acquisition of an acoustic template guides a refinement of experience-independent motor gestures by increasing temporal fine structure, but there is no difference in bilateral activation patterns for a given sound between the two groups. Nevertheless, these subtle temporal changes in muscle activation give rise to pronounced acoustic differences between the songs of the tutored and untutored birds. Experience with song during ontogeny therefore guides a more refined use of experience-independent motor programs.
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Bánfi, Gréta, e Erzsébet Korom. "Természettudományos vizsgálatok környezetismeret-órán: egy tutorprogram tapasztalatai a tutordiákok nézőpontjából". Képzés és Gyakorlat 21, n. 1 (29 luglio 2023): 33–42. http://dx.doi.org/10.17165/tp.2023.1.33-42.
Testo completoAbstract (sommario):
The development program we examined took place through the application of cross-aged peer tutoring. Sixth-grade tutors and fourth-grade students (tutees) participated in the research. The main aim of the program is to encourage students to conduct simple experiments in line with the science subject curriculum. The experiments are guided by older students. We were interested in what impressions the tutors had of the session series. We examined the experiences of tutor students (N = 12) with a program evaluation questionnaire containing open and closed questions. The tutor students applied for the program because they found it interesting. The aim of the program, according to the tutors, was to try out the teacher’s role. They liked the guiding experiments and teaching the fourth graders the most, and the biggest challenge was disciplining the students and arousing their interest.