The incorporation of tutoring in a teacher training school
Abstract
The results of a qualitative research exercise supported by content analysis are presented, which sought to diagnose in a participatory way the relevance of formally creating a tutoring program in a teacher training school in Northern Mexico. The results show the importance and non-formal existence of the tutorials, as well as the delimitation of some guidelines for the design of an official program. In the same way, a positive assessment is detected by the participants on the importance of collegiality with the actors for the development of this type of strategies. The conclusions point to the relevance of the incorporation of tutoring in the teacher training school given the importance of the training of students and the development of teachers.
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