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Program to strengthen the competencies
of the mentor teacher
Programa de fortalecimiento de las competencias del
docente tutor
Liliana Rosales Mendoza
*
Carmen Mercedes Távara Yacila
*
Dora Floresmila Torres Rivera
*
Gilberto Carrion-Barco
*
Abstract
Considering that it is important for the tutor teacher to have the
necessary competencies to develop the tutorial work efficiently, the
purpose of this research was to propose a tutorial training program
to strengthen the competencies of the tutor teacher. The design used
was non-experimental, descriptive and propositional, and the sample
consisted of 30 secondary school principals from educational
institutions in Paita. The technique used was the survey and the
instrument, a questionnaire of 24 questions divided into four
dimensions: professional competencies, social skills, ethical
consistency and digital competencies. Reliability was determined by
Cronbach's alpha with a value of 0.935 and Mac-Donald's omega of
0.94 respectively. The results obtained in the research show that 57%
of the tutor teachers are in the beginning level, 30% in process and
only 13% in achieved. It is concluded that there is a deficit with
respect to the competencies of the teacher who provides the tutoring
* Master's Degree, Universidad César Vallejo, Piura, Peru
P7000417993@ucvvirtual.edu.pe
https://orcid.org/0000-0002-8926-2423
* Master's Degree, Universidad César Vallejo, Piura, Peru
https://orcid.org/0000-0001-8578-290X
ctavarayacila@gmail.com
* Master's Degree, Universidad César Vallejo, Piura, Peru
https://orcid.org/0000-0003-0781-2709
dorat2104@gmail.com
* Master's Degree, Universidad César Vallejo, Piura, Peru
ccarrionba@ucvvirtual.edu.pe
ORCID: 0000-0002-1104-6229
Article
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service. Consequently, there is a need to develop a tutorial training
program that allows the tutoring teacher to reflect on the pedagogical
practice and strengthen the competencies that contribute to improve
his/her professional performance.
Keywords: Tutoring, competency, program, pedagogical practice.
Resumen
Considerando importante que el docente tutor cuenten con
competencias necesarias para desarrollar la labor tutorial con
eficiencia, el propósito de la presente investigación fue proponer el
programa de formación tutorial para fortalecer las competencias del
docente tutor. El diseño utilizado fue no experimental de tipo
descriptivo propositivo, la muestra constituida por 30 directores del
nivel secundario de las instituciones educativas de Paita. La técnica
empleada fue la encuesta y el instrumento, un cuestionario de 24
preguntas divididas en cuatro dimensiones: competencias
profesionales, habilidades sociales, consistencia ética y
competencias digitales. En cuanto a la confiabilidad se realizó
mediante el Alfa de Cronbach cuyo valor fue 0,935 y el omega de
Mac-Donald de 0,94 respectivamente. Los resultados obtenidos en
la investigación evidencian que el 57% de los docentes tutores se
encuentran en nivel de inicio, el 30% en proceso y sólo el 13% en
logrado. Se concluye, que existe déficit respecto a las competencias
del docente que brinda el servicio de tutoría. En consecuencia, surge
la necesidad de desarrollar un programa de formación tutorial que le
permita al docente tutor reflexionar sobre la práctica pedagógica y
fortalecer las competencias que contribuyan a mejorar su desempeño
profesional.
Palabras clave: Tutoría, competencia, programa, práctica
pedagógica.
Introduction
Considering the importance of tutoring in the monitoring of the
student's learning process through socioemotional and cognitive
support throughout their school years, the role of the tutor becomes
a key factor for the student's academic success. (Amor Almedina &
Serrano Rodríguez, 2019) International organizations such as the
United Nations Educational, Scientific and Cultural Organization
(UNESCO) and the Regional Center for Higher Education in Latin
America and the Caribbean (CRESALC) suggested the creation of
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the figure of the teacher-tutor so that the student receives sufficient
support to contribute to his or her integral development.(Barrón,
2008) To this end, it is very important for the tutor-teacher to have
the necessary competencies that allow him/her to have a positive
relationship with his/her students, as explained in the Framework for
Good Teaching Performance. (Ministerio de Educación, 2012)
From this perspective, higher education institutions have moved to
the competency-based educational model, considering that it
responds better to the demands of a society that is increasingly aware
of assuming educational change. It is not only about competencies
that the teacher and the student should possess, but also about
competencies that the tutor teacher should possess. (Salgado et al.,
2020). However, upon inquiry, evidence was found that many
teachers who provide tutoring in schools have a deficit in the basic
competencies needed to provide this service.
Studies conducted in Mexico show that the evaluated teachers do not
have the profile to be tutors, do not handle basic concepts and do not
know the tools to evaluate students, as well as the intervention
strategies. (Sánchez, 2016) This reality can be observed in Peruvian
schools as can be seen in the study carried out by Martinez, (2017)
who in his research indicates that students were not satisfied with the
attention provided by the tutor teacher in terms of personal,
interpersonal, academic and social dimensions. Even inadequate
choices of the tutoring teacher were evidenced. In view of the above,
the reality of the educational institutions at the secondary level in the
jurisdiction of the Paita Local Educational Management Unit is no
exception. According to the results of the survey conducted with the
principals on the competencies of the tutor teacher, there is a deficit
in the basic competencies referred to: Professional competencies,
social skills, ethical consistency and digital competencies.
The need to strengthen the competencies of the tutor teacher
responds to the deficit found about the level of achievement that
coincides with the studies of Sanchez (2016), Gonzales (2018) and
Zambrano and Cerna (2018) who address the issue on competencies
of the tutor teacher. Sanchez, organizes his proposal in three phases:
the first consists of identifying the needs of teachers for the
development of tutorial action, through interviews and
questionnaires, in the second phase a seminar was held for the
analysis of conceptual aspects, roles, competencies and the profile
of the tutor and in the third phase the tutorial planning and practice
was developed. In conclusion, the proposal systematically supports
the tutors in acquiring competencies to facilitate the support, follow-
up and integral and professional training of the students. (Sánchez,
2016)
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There are inequalities in the level of performance of the tutorial
action by the tutor teacher. (González, 2018)Nevertheless, the
tutoring teachers consider it very important to cover the training
needs in the tutorial field.(Zambrano & Cerna, 2018) These studies
highlight the need to strengthen the competencies of the tutor
teacher, considering that they are susceptible to be learned and can,
therefore, be taught, taking into account their possible evolution and
achievement in the training process itself.(López, 2016)
Consequently, the need to develop, in the teachers who have been
assigned the tutorial function, competencies that allow them to guide
and accompany the student in his or her integral formation and
development is demonstrated. It must be guaranteed that the tutorial
work is developed in accordance with the requirements that are
currently established with the purpose of offering tutoring as a
quality service.(Ministerio de Educación, 2016)
The higher the level of social skills teachers will have a better
performance according to the results of (Tapia-Gutiérrez & Cubo-
Delgado, 2017) y (Cárdenas, 2017)who conclude that these are
relevant in their training. Results shared by Reyes, (2016) who state
that they are socially learned behaviors and that they enable
interaction with others added to what Tapia-Gutierrez & Cubo-
Delgado point out that the development of socioemotional
competencies or skills help in the understanding that each student
can make about himself and others to create respectful, satisfactory
and effective interpersonal relationships. In the present article, the
deficit of basic competencies in secondary level teacher tutors in the
jurisdiction of UGEL Paita is exposed with respect to: professional
competencies, social skills, ethical consistency and digital
competencies.
Therefore, the need arises to pay attention to the problem found
regarding the competencies that the teacher who provides the
tutoring service should have, for which the following research
question was formulated How will the tutorial training program
improve the competencies of the tutoring teacher of the educational
institution of Paita? The objective guiding this research is to design
a tutorial training program to strengthen the competencies of the
tutoring teacher.
Materials and methods
The present research was of an applied type, with a descriptive scope
that reveals the levels of achievement of the competencies of the
tutor teacher, understanding that this type of research allows to
represent a reality with greater veracity and precision. (Vara, 2016)
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In addition, it is specified that in this study the quantitative approach
was used, so that the research data are the product of verifications,
represented by numbers resulting from the processing using
statistical methods. (Hernández et al, 2016) As for the design used,
it is non-experimental, transectional and descriptive, using
techniques such as: survey, documentary review, observation and
interview. (Bernal, 2010).
The study population consisted of 114 directors of regular basic
education institutions of UGEL Paita. Applying the inclusion
criterion for secondary school principals, 30 secondary school
principals were selected from the educational institutions under the
jurisdiction of the Paita Local Educational Management Unit
(Unidad de Gestión Educativa Local de Paita). With respect to the
exclusion criterion, 84 principals from other educational levels were
excluded. Therefore, the sample was determined from the quantified
population for the research. (Tamayo, 2003) The non-probabilistic
convenience sampling technique was used, which implies an
informal sampling procedure, depending on the
researcher.(Bisquerra, 2009)
The survey technique was used, which was applied to 30 secondary
school principals to gather information on the competencies of
secondary school teachers in educational institutions in Paita. The
instrument used was a questionnaire in which questions were
formulated. Twenty-four questions were structured corresponding to
the four dimensions of the dependent variable. For each dimension,
six questions were elaborated with a Likert-type scale: Never (1),
Almost never (2), Sometimes (3) Almost always (4) and Always (5).
Reliability was assessed by means of Cronbach's alpha and Mac-
Donald's omega, whose values were 0.935 and 0.94 respectively,
which determines a high reliability of the instrument. Once the
pertinent data were collected, they were recorded in a matrix created
in the Microsoft Excel program where each data pertaining to the
variable Competencies of the tutor teacher and their respective
dimensions were organized. Having concluded this sequence, the
data were entered into the statistical program SPSS v 25.0 in order
to carry out the correct analysis of these results, which allowed the
elaboration of tables and figures and their respective interpretation
with the purpose of elaborating the proposal.
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Results
The following are the results distributed in tables of frequencies and
percentages on the variable competencies of the mentor teacher and
each of its dimensions.
Table 1. Frequencies and percentages of the variable competencies
of the teacher Tutor
Range
VD: Competencies of the Tutor Teacher
Frequency
Percentage
0-47
57.0%
48-73
30.0%
74-100
13.0%
100%
Source: Own elaboration
As shown in Table 1, 57% of the mentor teachers are at the beginning
level, while 13% are at the achieved level.
Table 2. Frequencies and percentages of the professional
competencies dimension
Range
D1: Professional Competencies
Frequency
Percentage
0-47
60.0%
48-73
27.0%
74-100
13.0%
100%
Source: Own elaboration
In Table 2, the secondary school principals surveyed stated that with
respect to the professional competencies dimension, 60% of the
mentor teachers are at the beginning level, while 13% are at the
achieved level.
Table 3. Frequencies and percentages of the social skills dimension
Range
D2: Social Skills
Frequency
Percentage
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0-47
57.0%
48-73
30.0%
74-100
13.0%
100%
Source: Own elaboration.
In Table 3, with respect to the Social Skills dimension, 57% of the
mentor teachers are at the beginning level, while 13% are at the
achieved level.
Table 4. Frequencies and percentages of the ethical consistency
dimension
Range
Rating
D3: Ethical Consistency
Frequency
Percentage
0-47
HOME
53.0%
48-73
PROCESS
30.0%
74-100
ACHIEVED
5
17.0%
TOTAL
100%
Source: Own elaboration.
In Table 4, with respect to the ethical consistency dimension, 53%
of the mentor teachers are at the beginning level, while 17% are at
the achieved level.
Table 5. Frequencies and percentages of the digital competencies
dimension
Range
Rating
D4: Digital Competencies
Frequency
Percentage
0-47
HOME
53.0%
48-73
PROCESS
27.0%
74-100
ACHIEVED
20.0%
TOTAL
100%
Source: Own elaboration.
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In Table 5, with respect to the digital competencies dimension, 53%
of the mentor teachers are at the beginning level, while 20% are at
the achieved level.
In light of the results obtained, a deficit was identified with respect
to the basic competencies of the tutor teachers in the following areas:
professional competencies, social skills, ethical consistency and
digital competencies. Therefore, it is necessary to design the
research proposal that consists of a tutorial training program that
allows the strengthening of the competencies of the tutor teacher.
The "Tutors in Action" Program is based on the guidelines of the
National Curriculum for Basic Education, on the Good Teaching
Performance Framework and on epistemological guidelines based
on theories such as: Vygotsky's Socio-cultural, Kohlberg's moral
development, Daniel Goleman's emotional intelligence and on
national and international research conducted as background for this
research. Its structure is designed in three dimensions: planning,
execution and evaluation with their respective sequences of activities
that will be developed through 12 sessions of two pedagogical hours
each with the objective of strengthening the competencies of the
tutor teacher of the educational institution of Paita. Its evaluation
will be permanent during the development of the 12 sessions, within
the framework of the reflexive critical approach that allows the tutor
teacher to deconstruct and critically reconstruct his/her own actions,
reflecting on the improvement of his/her pedagogical practice.
A training program is an educational intervention aimed at achieving
pedagogical objectives considering the appropriate processes
foreseen in the action plan and provided by a series of actions and
training resources for the purpose of achieving the goals set, and for
this it must have coverage and flexibility. (Pardo-Espejo &
Villanueva-Roa, 2019).
For the present research the tutorial training program was structured
taking into account three dimensions: Planning, execution and
evaluation. Evaluation is the axis around which the designed
program revolves, understood as an element of improvement of the
teaching-learning process and that occurs at all times, the important
thing is that in the teaching process for the learner it allows him to
self-regulate his learning process. (Albizu et al., 2007) In short, it is
not only enough to design and apply educational programs to be
developed, but also to evaluate them, in order to have information
about their greater or lesser degree of validity and to detect those
aspects that can be improved.(Pérez-González, 2008) In this regard,
reflective practice is an activity that promotes the professionalization
of the teacher's profession, which seeks to highlight the point of view
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of the teacher as a transmitter and informer of knowledge in order to
place him/her as a knowledge-building agent based on the
knowledge generated in his/her practice, articulated with the
disciplinary and pedagogical knowledge involved Perrenaud, (2007)
cited in (Jiménez Muñoz et al., 2017).
Discussion
With respect to the findings found in the variable Competences of
the tutor teacher, it is evident that 57% of the tutor teachers are in the
beginning level and 13% in the achieved level, which shows a deficit
with respect to the basic competences that the tutor teacher must
have to link positively and develop his tutorial work that allows the
integral formation of his students. This statement is supported by the
postulation made by(Briones-Olvera, 2019)who states that the
competencies for tutorial action should be considered as a set of
knowledge, attitudes and skills used by teachers to guide,
accompany and support students in the face of the diverse needs that
arise during their academic career, with the objective of improving
the quality of education.
Studies that coincide with the contribution of Sánchez (2016) in
which it was observed that teachers are unaware of the objectives,
dynamics or exercises that can be carried out in the tutoring program;
scarce management of tools to evaluate students, as well as
intervention strategies. However, they report a positive perception
regarding the importance of this service and interest in participating
in these programs. However, it differs from the research conducted
by Cruz (2018) who maintains that tutor teachers self-evaluate
themselves within the expected achievement parameter, perceiving
that they have the required capabilities to perform such work.
However, in certain items and dimensions, it has been observed that
the qualification has been lower; being necessary to strengthen the
capabilities. Therefore, it is evident that it is important that the tutor
teacher has the required competencies, being necessary to prepare
him/her in the development of professional competencies, social
skills, ethical and digital competencies that allow him/her to train
and guide the student in his/her integral development, attending
him/her within the framework of the guidelines of the national
curriculum.
With respect to the professional competencies dimension, it was
found that 60% of the mentor teachers are located at the beginning
level and only 13% are at an achieved level. Results that are related
to the findings of González (2018) on inequalities in the level of
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performance of tutorial action by tutors as a result of personal and
work-related particularities: gender, tutoring course, specialty,
experience as a tutor and years of teaching experience. However, this
data differs from the study conducted by Serrano (2009) From this
perspective, it is important the professional development of the
teacher who performs tutoring functions in the school, who must
have disciplinary management, solvency in terms of didactic and
methodological guidelines that allow him/her to perform his/her
work efficiently in order to provide a quality service to achieve the
integral development of students.
In the social skills dimension, it was found that 57% of the mentor
teachers are located at the beginning level and only 13% present the
achieved level. Considering what is supported by Bisquerra & Pérez
(2007) who point out that social competence is the ability to maintain
good relationships with other people. Furthermore, this implies
mastering social skills, capacity for effective communication,
respect, pro-social attitudes, assertiveness. Likewise, states in its
study Tapia-Gutiérrez & Cubo-Delgado (2017) states that social
skills are relevant for teacher training. It corroborates the need to
strengthen social skills in the tutor teacher, allowing to establish an
effective communication during the accompaniment and guidance to
the student in the framework of a healthy and harmonious
coexistence that guarantees the exercise of social skills at school
such as empathy and assertiveness.
Regarding the ethical consistency dimension, it was obtained that
53% of the mentor teachers are at the beginning level and only 17%
are at the achieved level. These results are similar to those obtained
in the research of Sanz & Hirsch (2016) who show the perception of
teachers on the need to strengthen ethical pedagogical preparation.
Nevertheless, this statement differs from those obtained by Salgado
et al., (2020) those who point out that tutors and students consider
honesty, respect and responsibility as the main moral values. After
analyzing the results, it is clear that these competencies are
fundamental in the teacher's professional performance, since they
constitute a resource that allows the tutor to provide students with an
education based on values and moral principles that regulate the
behavior of the person in society, establishing relationships based on
respect for others, allowing the teacher to be coherent between his or
her conduct and what he or she seeks to form in the students.
With respect to digital competencies, it was found that 53% of the
tutor teachers are located at the beginning level and 20% at the
achieved level. This is corroborated by the research of Falcó (2017)
who in a evidenced scarce use of the potential of digital
competencies due to the fact that the student was only encouraged to
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use them. Therefore, it was concluded that the development of digital
competence is related to the personal component and professional
commitment. Studies that are related to the results of Cobos -Velasco
et al, (2019) The study indicates that most future professionals only
have a basic level and that in the use of tools such as Web 2.0 they
have difficulty in incorporating them into the teaching-learning
process, in contrast to students who have greater mastery. Studies
show that in the knowledge society, where information and
communication technologies are present in all areas of society, it is
essential that the teacher tutor takes on this challenge and strengthen
their digital skills in the use and management of these technological
tools that allow them to design meaningful, innovative and creative
learning experiences that motivate students in the teaching-learning
process and teachers to strengthen their pedagogical practice that
responds to the demands of today's world . As for the program
proposed in this study, it is related to research conducted by Cabrera
(2015) for the training of teacher tutors in the strengthening of their
own skills in their work as students at the National University of
Trujillo, . Cruz, (2018) real profile of secondary school tutors and
their level of satisfaction in public schools in the district of
Miraflores. Studies that show the importance of proposing an
educational program as an alternative to strengthen the competencies
of the tutoring teacher, also González (2018) points out that is an
orderly and planned project that contains a sequence of actions and
activities designed to achieve previously defined objectives, in
relation to the satisfaction of specific needs for a given context.
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