Acceso usuarios
[1]
;
Saldaña-Gómez, Diana
[1]
;
Bermeo-Lazo, Jenifer
[1]
Este estudio analiza el rol del tutor académico en la formación práctica de estudiantes de educación en una universidad pública del Ecuador. Bajo un enfoque metodológico mixto y de tipo descriptivo-exploratorio, se aplicó una encuesta estructurada a 44 tutores académicos y se analizaron los registros de satisfacción completados por 81 tutores en el Sistema de Gestión Académica. Además, se incorporó una pregunta abierta a modo de entrevista semiestructurada para recoger percepciones cualitativas sobre el acompañamiento tutorial. Los resultados evidencian un alto nivel de satisfacción con el proceso de práctica: el 84.7% valoró positivamente la participación de los practicantes en tareas docentes, el 80.5% reconoció su apoyo efectivo en el aula, el 80% destacó su integración institucional y el 75.3% la predisposición de las escuelas receptoras. No obstante, se identificaron áreas críticas, como la necesidad de clarificar los roles asignados y mejorar la comunicación entre los actores. Se concluye que el tutor académico cumple una función clave como mediador pedagógico, orientador reflexivo y vínculo entre universidad y escuela, aportando a una formación docente integral, situada y coherente con los retos actuales de la profesión.
This study examines the role of academic tutors in the practicum training of education students at a public university in Ecuador. Employing a mixed-methods, descriptive-exploratory approach, the research involved a structured survey administered to 44 academic tutors and an analysis of satisfaction records completed by 81 tutors in the university’s Academic Management System. Additionally, an open-ended question was included, designed as a semi-structured interview to gather qualitative insights into the tutoring experience. The findings reveal a high level of satisfaction with the practicum process: 84.7% of respondents positively evaluated student participation in teaching tasks, 80.5% acknowledged their effective support in the classroom, 80% highlighted their integration into institutional dynamics, and 75.3% recognized the receptiveness of host schools. However, critical areas were identified, particularly the need to clarify assigned roles and improve communication among stakeholders. The study concludes that academic tutors play a key role as pedagogical mediators, reflective guides, and liaisons between the university and schools. Their support significantly contributes to a comprehensive, contextualized, and critical teacher education aligned with the current demands of the teaching profession.
This study analyzes the role of the academic tutor in the internship training of education students at a public university in Ecuador. Using a mixed, descriptive-exploratory methodological approach, a structured survey was administered to 44 academic tutors, and the satisfaction records completed by 81 tutors in the Academic Management System were analyzed. An open-ended question was also incorporated into a semi-structured interview to gather qualitative perceptions about the tutoring experience. The results show a high level of satisfaction with the internship process: 84.7% positively valued the interns' participation in teaching tasks, 80.5% recognized their effective support in the classroom, 80% highlighted their institutional integration, and 75.3% the willingness of the host schools. However, critical areas were identified, such as the need to clarify assigned roles and improve communication between stakeholders. It is concluded that the academic tutor plays a key role as a pedagogical mediator, reflective advisor, and link between university and school, contributing to comprehensive teacher training that is grounded and consistent with the current challenges of the profession.
