THE TUTORIAL ACTION IN UNIVERSITY TECHNICAL EDUCATION

Juan Carlos Fortes-Garrido¹*, Montserrat Hidalgo Hidalgo², Belén Fortes Hidalgo³, Rafael Sánchez Sánchez⁴, Javier Castilla Gutierrez⁵, Miguel Ángel García Romera^6
1Dr. University of Huelva, SPAIN, jcfortes@uhu.es
²Dr. University of Huelva, SPAIN hidalgo@denf.uhu.es
³Ms. University of Huelva, SPAIN, belenfortes_96@hotmail.com
⁴Dr. University of Huelva, SPAIN, rafael.sanchez@dimme.uhu.es
⁵Dr. University of Huelva, SPAIN Javier.castilla@dimme.uhu.es
⁶Mr. University of Huelva, SPAIN, miguelangel.romera@alu.uhu.es
*Corresponding Author

Abstract

The tutorial action is one of the pillar on which the methodology of the European Common Space and ECTS credits are based. This is demonstrated by the growing importance of studies of this topic in higher education, as a support of training programs that ease the student’s integration in the university and as an element of pedagogical orientation.
However, students’ satisfaction survey shows that students do not take advantage of this resource since they use it little and usually late. In this context, university teaching and tutoring acquire a key role and they become instruments that converge to facilitate the significant and independent learning of student, having as a direct result the domain of generic and specific competences.
Quality teaching necessarily involves the work of the teacher, his training and professional development. A change in the traditional role of transmitter of knowledge (teaching), to the new professional role that creates and arranges complex learning environments, involving students in their own learning process through appropriate strategies and activities (learning). The new scenario of higher education involves an independent and supervised learning system, which will make it possible for the student, independently, to build knowledge and interpret the world around him.
The tutorial function, in its various forms, is proposed as an aid offered to the student, academic, personal or professional. Various experiences in this field are a positive sample of this.
In this study we are going to describe the Tutorial Action Plan (TAP), it is an initiative of the Higher Technical School of Engineering, which belongs to the University of Huelva. This method provides help and guidance first year students. Students can request the help of a tutor teacher of their degree.
The advice provided by the tutor is aimed at inclusion into the University, the correct preparation and passing the evaluation test. He can also guides students about their professional interests and the appropriate curricular design for him within the degree.
The tutor gives students information about the structure, operation and service of the university. He guides the students in techniques and habits of work and studies so that their performances are optimal and he advises them about the order in which they must take the subjects of the degree.
Questions to the tutor are voluntary, on request to the student and so it is the student who decides the time he wants to spend in tutoring.

Keywords: Tutorial action, Higher Technical School of Engineering, Pedagogical orientation.