Universitat Internacional de Catalunya
Tutorial Action
Other languages of instruction: English, Spanish,
Teaching staff
For any questions or inquiries, please write to the email ncagigos@uic.es
Introduction
The complex reality of education requires providing students —future teachers— with training that enables them to face the learning process with confidence and to acquire the skills and competences needed to develop their personal and professional projects. In essence, it is about fostering their integral growth and preparing them for life.
In this context, guidance and tutorial action become essential elements in the student’s holistic development. Good practice in these areas helps to prevent and resolve situations that may interfere with the learning process, while promoting coexistence, inclusion, and education in values.
The Tutorial Action course, part of the Master’s Degree in Secondary Teacher Training at UIC, aims to provide future teachers with tools, strategies, and resources to carry out the tutorial role effectively. This involves accompanying students in their personal, academic, and social development, coordinating with families, promoting socio-emotional growth, and collaborating with guidance services.
Tutoring is understood as a core element of teaching practice and, as such, must be assumed in a coordinated, integrated, and systematic way by all educational agents within the school.
Objectives
1. Assess the importance of school guidance and tutorial action in the educational process.
2. Understand the basic foundations of school guidance and tutorial action for managing student and classroom situations.
3. Identify the functions of the tutor teacher in their relationship with students, families, and the teaching team.
4. Use appropriate tools and resources to plan and carry out tutorial action effectively.
Competences/Learning outcomes of the degree programme
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Application of resources and personal-academic guidance (CE6). Apply strategies and resources for tutoring and academic and professional guidance, promoting emotional education and values as fundamental pillars of student support.
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Critical analysis and ethical reflection (CB8). Integrate knowledge and formulate judgments in complex educational contexts, considering the social and ethical responsibilities of decisions made in the tutorial field.
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Collaborative work and active participation (CT2). Foster teamwork and collaboration as the foundation of school coexistence, promoting the active participation of all members of the educational community.
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Conflict resolution and decision-making (CG2). Analyze and synthesize information from diverse contexts to address conflicts or complex situations, identifying key elements and proposing solutions with sound judgment and effectiveness.
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Planning of activities and events (CG5). Organize and plan tutoring activities, school events, or diverse educational situations with coherence and pedagogical intention.
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Responsible use of ICT (CG6). Integrate information and communication technologies into the tutorial and educational field in an effective, ethical, and responsible manner.
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Oral communication and effective presentations (CG7). Communicate clearly in public and deliver presentations with digital support, adapted to different stakeholders in the school context: students, families, and teaching teams.
Learning outcomes of the subject
RDA 3. Manages classroom and school diversity appropriately.
RDA 4. Demonstrates basic knowledge and skills to carry out effective tutorial action in secondary education.
RDA 6. Designs tutorial action taking into account the educational and personal needs of students.
RDA 7. Develops educational guidance plans that promote equality and combat gender stereotypes.
Syllabus
Within the framework of the subject’s contents (1–8), the Tutorial Action course focuses on sections 7 and 8:
7. The tutorial role in Secondary Education.
8. Citizenship education and values education.
These contents are developed through the following topics:
T.1. Foundations of tutorial action and functions of the tutor.
T.2. The tutorial interview with the student and the family.
T.3. Strategies for conflict resolution in the educational setting.
T.4. Planning, programming, and development of tutorial action.
Evaluation systems and criteria
Online
Attendance at classes with the camera and microphone on is a requirement to pass the course. A minimum of 80% attendance is required.
PA. Metacognitive questions at the end of each session. 10%
Submission of individual assignments:
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PT. Analysis of a book or film related to the role of the mentor: 25%
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PT. Analysis of a Tutorial Action Plan (PAT): 10%
Submission of a practical case (to be chosen, group or individual):
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PT. Role playing in groups of three or Analysis of a practical conflict case: 25%
PA. The final exam with open-ended questions is a requirement to pass the course. 30% of the final grade.
Bibliography and resources
Albadalejo, J. J. (1992). La acción tutorial. Alicante: Disgrafos.
Álvarez Hernández, J. (2002). Guía de Orientación y tutoría. Málaga: Aljibe
Angulo, A (2009).La tutoría en la educación primaria. Madrid: Wolters Klumer
Arnaiz, P., Isus, S. (1995). La tutoría, organización y tareas. Barcelona: Graó
Bona, C. (2015). La nueva educación. Barcelona: Plaza&Jaenes Editores
Cano, R (2013). Orientación y tutoría con el alumnado y las familias. Madrid: Biblioteca Nueva.
Del Rio Sadornil, D., Martínez González, M. de C., (2020). Orientación educativa y tutoria. Ed. Saez y Torres.
Esteban, F. (1994).Las técnicas de estudio en la Educación Primaria. Madrid: Escuela Española
Fernández Torres, P. (1991) La función tutorial. Madrid: Castalia-MEC
García Labiano, J. M. (2011). Programa de Acción Tutorial para la Educación Secundaria Obligatoria. Madrid: Wolters Kluwer.
Giner, A., Puigardeu, O. (2008). La tutoría y el tutor. Estrategias para su práctica. Barcelona: Horsori
Gómez Puig, M.J., Martínez Virseda, C., Torrego Seijo, J.C. (2014). 8 ideas clave. La tutoría en los centros educativos. Ed. Graó.
Mañu, J. M. (2007). Manual de tutorías. Madrid: Narcea.
Méndez, Z. (2010). La tutoría en educación infantil. Madrid: Wolters Kluwer
Monge Crespo, C. (2009). Tutoría y orientación educativa. Nuevas competencias. Madrid: Wolters Kluwer.
Pastor, E. (1995). La tutoria en Secundaria. Barcelona: Ceac
Rodríguez Espinar y otros (1993).Teoría y práctica de la orientación educativa. Madrid. Narcea
Torrego, J.C. (2014). La tutoría en los centros educativos. Barcelona: Graó
Tuts, M.; Martínez, C. (2006). Educación en valores y ciudadanía : propuestas y técnicas didácticas para la formación integral. Madrid: La Catarata
Tuvilla, J. (2004). Cultura de Paz: fundamentos y claves educativas. Bilbao: Desclée de Brouwer.
Tuvilla J. (2004). Convivencia escolar y resolución pacífica de conflictos. Sevilla: Consejería de Educación y Ciencia, Sevilla.
Ureñuela, P. M. (2016). Trabajar la convivencia en los centros educativos. Madrid: Narcea