Tutoring as a Support Tool in the Learning Process. Limitations and Confusions of Tutoring

Abstract

The practice of tutoring arose in 1995 when Daniel Goleman proposed that emotional intelligence be recognized as inherent to feelings and integral to the development of skills. This theory led to the search for a mechanism that would allow one to workpersonally with students and that would put into practice the development of their emotions, feel and skills. The General Education Act of 1970 established that educational institutions must not only improve their didactic, academic and technological approaches, but that they must also include activities to encourage the recognition and expression of students’ emotions. The aim this thesis is to address the following question: what is the primary role of tutoring and to what extent does it encourage the personal development in students? According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the National Association of Universities and Institutions of Higher Education (ANUIES), tutoring is a strategy that aims to motivate students to improve their academic performance and to prevent students from dropping out or falling behind, as well as to raise the rate of completion. The teacher-tutor has the greatest role in effecting change in education as it is they who must simultaneously meet the personal needs of students and professional and academic standards of the position. Turoring, however, has limitations as well as complications. It can be concluded that the practice of tutoring may also foster solutions to complex social problems.