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.
The subject contributes to the training of future teachers from the perspective of holistic development, inclusion, equality and coexistence, in line with the 2030 Agenda and the institution’s commitment to the Sustainable Development Goals.
- SDG 4. Quality education: development of tutorial action focused on the holistic support of students, inclusion and improvement of educational processes.
- SDG 5. Gender equality: promotion of educational and career guidance free from stereotypes and based on equal opportunities.
- SDG 10. Reduced inequalities: attention to diversity and to students’ different personal, social and educational needs.
- SDG 16. Peace, justice and strong institutions: promotion of coexistence, dialogue, participation and peaceful conflict resolution in the school context.
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
-
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.
-
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.
-
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.
-
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.
-
Planning of activities and events (CG5). Organize and plan tutoring activities, school events, or diverse educational situations with coherence and pedagogical intention.
-
Responsible use of ICT (CG6). Integrate information and communication technologies into the tutorial and educational field in an effective, ethical, and responsible manner.
-
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: Tutorial Action Plan (PAT), academic and career guidance, equal opportunities and prevention of gender stereotypes.
Teaching and learning activities
In blended
- Online lectures and practical sessions.
- Individual study and work.
- Case resolution and role play.
- Presentation of individual and group assignments.
Evaluation systems and criteria
In blended
Attendance at synchronous sessions is not compulsory and does not constitute a requirement for passing the subject.
Synchronous sessions will be recorded to facilitate continuation of the Master’s Degree for students who, for different reasons, are unable to attend live. Nevertheless, attendance is recommended, as these sessions foster direct interaction with the teaching staff and other students, as well as participation in the proposed learning activities.
Assessment of the subject is based on the assessment activities and evidence specified in this teaching guide.
• PA. Metacognitive questions at the end of each session. 20%
• Submission of individual assignments:
- PT. Analysis of a Tutorial Action Plan (PAT): 10%
• Submission of one assignment, group or individual depending on the option chosen, from the following two proposals: 40%
- PT. Role play, in groups of three, of a tutorial interview between a student and tutor or between a tutor and family.
- PT. Critical analysis of a book or film related to the role of the mentor, linking it to the tutorial role, students’ personal and academic support, and the educational relationship.
• PA. Final examination with open-ended questions. To pass the subject, students must obtain a minimum mark of 5 out of 10 in the final examination. 30% of the final grade.
Bibliography and resources
Core bibliography
Álvarez González, M., & Bisquerra Alzina, R. (Coords.). (2024). Acción tutorial. Cuadernos de Pedagogía. Aranzadi LA LEY.
Cano, R. (2013). Orientación y tutoría con el alumnado y las familias. Biblioteca Nueva.
Giner, A., & Puigardeu, O. (2008). La tutoría y el tutor: Estrategias para su práctica. Horsori.
Torrego Seijo, J. C., Gómez Puig, M. J., Martínez Vírseda, C., & Negro Moncayo, A. (2014). 8 ideas clave: La tutoría en los centros educativos. Graó.
Uruñuela, P. M. (2016). Trabajar la convivencia en los centros educativos. Narcea.
Supplementary bibliography and institutional resources
Departament d’Educació de la Generalitat de Catalunya. (2018). L’orientació educativa i l’acció tutorial al llarg i en cada una de les etapes educatives i ensenyaments. XTEC.
Departament d’Educació i Formació Professional de la Generalitat de Catalunya. (2024). Orientació educativa. XTEC.
Ministerio de Educación, Formación Profesional y Deportes. (s. d.). Guía para el diseño y evaluación de un plan de convivencia de centro. Observatorio Estatal de la Convivencia Escolar.
Rodríguez, V. M. (2023). Orientación y tutoría con los adolescentes. En Orientación educativa: Modelos y estrategias de intervención. Graó.
Tuts, M., & Martínez, C. (2006). Educación en valores y ciudadanía: Propuestas y técnicas didácticas para la formación integral. Los Libros de la Catarata.
Tuvilla, J. (2004). Convivencia escolar y resolución pacífica de conflictos. Consejería de Educación y Ciencia de la Junta de Andalucía.