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Authors: Carmen Consuelo López De Solórzano

Universidad Pedagógica Experimental Libertador, UPEL

clopez@impm.upel.edu.ve

Barinas, Venezuela

 

Mariela Sofía Pérez Rodríguez

Universidad Pedagógica Experimental Libertador, UPEL

marielasofi@gmail.com

Lara, Venezuela

 

Tutorial Competences in Postgraduate Programs: A Look from the Venezuelan Experience

 

Abstract

The Mentoring represents a fundamental component in the Postgraduate Programs; its action transcends the merely academic and consolidates the research training of its participants, translating into the quality of intellectual production and social progress. The purpose of the documentary type research is to provide reference theoretical contributions, related to postgraduate studies in Venezuela, as well as to address the conception, characterization, typology and operationalization of the tutorial competence. This referential approach is part of a larger study called Tutorial Competences for the production of academic texts at the graduate level. This is how, from the reflective exercise, a set of considerations emerges about transcendental aspects of the tutorial competence in which the indispensable formation in the investigative plane prevails. From this perspective, it is expected to promote reflective processes aimed at generating greater interest in scheduling significant actions in this area, which requires constant systematic review and self-reflection.

 

Keywords: tutoring; teacher qualifications; postgraduate; education programs.

 

 

 

Competencias Tutoriales en los Programas de Postgrado: Una Mirada desde la Experiencia Venezolana

 

Resumen

La Tutoría representa un componente fundamental en los Programas de Postgrado; su acción trasciende lo meramente académico y consolida la formación en investigación de sus participantes, traduciéndose en calidad de producción intelectual y progreso social. El propósito de la investigación de tipo documental es proporcionar aportes teóricos referenciales, relacionados con los estudios de Postgrado en Venezuela, así como abordar la concepción, caracterización, tipología y operacionalización de la competencia tutorial. Este abordaje referencial forma parte de un estudio de mayor alcance denominado Competencias Tutoriales para la producción de textos académicos en el nivel de postgrado. Es así como, desde el ejercicio reflexivo, surge un conjunto de consideraciones sobre aspectos trascendentales de la competencia tutorial en la que prevalece la imprescindible formación en el plano investigativo. Desde esta visión se espera promover procesos reflexivos tendentes a generar mayor interés por programar acciones significativas en esta área la cual precisa de constante revisión sistemática y autorreflexión.

 

Palabras clave: tutoría; competencias del docente; postgrado; programas de educación.

 

 

 

1. Introduction

Tutoring represents one of the leading actions in the development of Postgraduate Programs in Venezuela. Conceived not as an end but as a means, it constitutes a transcendental resource or device in the accompaniment, guidance and guidance of research processes of that level. As will be described throughout this article, this function is fundamental in that it allows to guarantee the effectiveness in the fulfillment of the purposes established for this type of university studies. However, the tutorial function is marked by lack of systematic training for its implementation. Ríos in the prologue written to Ruiz (2006a) refers to this problem.:

… Despite the important and delicate role of the tutor, their training becomes a kind of "no man's land" where everyone seems to "do what they can" and learn from their own experience, with little or no systematic instruction ... hence the need for a reflection on the practice ... that allows to offer others the possibility of improving their work (p.16).

 

The above citation demonstrates the concern on the part of the university community to address the problems generated around the scientific approach that exists in relation to tutorial competencies. The complex task of the tutor requires reflection, systematization and instrumentalization, in order to avoid a tutorial action governed by individual beliefs and experiences without the necessary reflection in this regard.

 

The dynamics of the Postgraduate Programs in Venezuela reveals many peculiarities that should be addressed, resolved and consolidated in attention to the productivity of each field of the research work of said university studies. In relation to this, some studies carried out (Balbi, 2011a, Rondón, 2013, Terán, 2012a): coincide in indicating as a diagnosis of the situation the low productivity in the production of graduate work, finding among the causal factors the need for a more effective tutorial orientation. Although this problem is due to multiple factors, the relevance of the tutorial action in the success of the process is unequivocal.

 

This article is part of a larger research called "Tutorial Competences for the production of academic texts at the graduate level". This study has been developed in accredited Postgraduate Programs for official and private institutions of university education belonging to the Venezuelan western plains region. In response to this, it is proposed to share part of the referential path addressed, as well as to promote reflective processes aimed at generating greater interest in programming significant actions in this area which requires constant systematic review and self-reflection.

 

This is how, from the reflexive exercise, a set of considerations about transcendental aspects arise in this practice. Specifically, it is expected to provide reference theoretical contributions related to postgraduate studies in Venezuela, highlighting specific aspects of its regulations that allow to make sense of the tutorial action. Next, the knowledge of some conceptions of the terms Tutor and Tutor, as well as the history, characterization and typology of these words is promoted. Finally, the operationalization of tutorial competences at the postgraduate level is addressed, not only in the educational context but also in the fulfillment of the research function; this from the consideration of the university educational institutions as centers and spaces for the creation and scientific-social development, until arriving at the collectivity and the individual as agents protagonists of their own processes of transformation, conversion and improvement of this action.

 

With the present article it is expected to contribute with a firm body of ideas and references aimed at invigorating the tutorial accompaniment processes, through the development of competences in this area, especially at the postgraduate level.

 

2. Thematic context and theoretical approach

2.1. Postgraduate Programs in Venezuela

In Venezuela, postgraduate studies correspond to the highest level of the education system belonging to the university education subsystem. In the same develop a set of actions and technical, scientific, humanistic, educational and intellectual production processes, with a view to expanding and deepening knowledge in particular areas of concern that need to be addressed in favor of the integral development of the nation, as well as the institutions that integrate it, focused on providing contributions with social relevance.

 

The last two decades have been characterized by an increase in these, as well as obtaining titles at this level. For Bello (2003): the growth of postgraduate courses can be measured (among so many variables) based on the number of professionals enrolled in this type of program in order to obtain the corresponding certification; "... besides this growth, given by production-development and teaching-research is abruptly altered by a growth in enrollment that is reflected by going from an approximate of 6,000 students for 1989 to about 70,000 postgraduate students for 1999" (p.70) . It should be noted that until 2015, not only enrollment has been increasing, but proportionally the number of postgraduate programs has increased.

 

The body in charge of analyzing and evaluating the consultations to approve and accredit the different Postgraduate Programs in Venezuela is the National Postgraduate Consultative Council (CNU, 2001a, article 8). Said technical-advisory body of the National Council of Universities (CNU), is in charge of assigning the commissions to review the feasibility studies carried out by the universities in this matter. Until March 4, 2018, said agency indicates in its official portal (CCNP), that in Venezuela there are one thousand one hundred and ten (1110) authorized Postgraduate Programs. Specifically, in the Official Universities there are 799 authorized Programs, of which three hundred and eighty nine (389) are Specializations, two hundred and eighty-two (282) correspond to Master's degrees and one hundred and eight (108) to Doctorates. Of this total, the Universidad Pedagógica Experimental Libertador (UPEL) has the largest number of authorizations, for a total of one hundred and forty four (144), of which seventy-two (72) are Specializations, fifty-seven (57) masters and fifteen (15) Doctorates. It is important to note that the authorization of a Postgraduate Program constitutes the approval, for its creation and functioning, by the National Council of Universities (CNU) upon the recommendation of the National Postgraduate Consultative Council (CCNP, 2018).

 

   In Venezuela there is also the accreditation figure for the Postgraduate Programs; this process represents a voluntary act of the Universities in which the CNU, after evaluating said Program, publicly recognizes that it meets the requirements of law established in this matter. The Postgraduate Programs accredited by CNU to date are six hundred and eighty five (685), of which one (1) is Technical Specialization, three hundred and six (306) are Specializations, three hundred four (304) Master's degrees and seventy four (74) Doctorates. Of this total the Central University of Venezuela (UCV) is the official institution with the largest number of accredited Postgraduate Programs, for a total of two hundred and thirty-one (231), of which one hundred and twenty six (126) are Specialization, seventy and seven (77) of Master's and twenty-eight (28) Doctorates.

 

Likewise, it is important to note that in Venezuela, there is a regulation that regulates studies at the aforementioned level. It is called General Regulations of Postgraduate Studies for Universities and Institutions duly authorized by the National Council of Universities. It establishes a set of guidelines governing the actions and organizational structure responsible for addressing this matter; specifically in relation to Master's Programs, said regulations prepared by the National Council of Universities (CNU, 2001b, Article 24), states that: in order to obtain a Master's degree, the approval of twenty-four (24) Credit Units is required. curricular activities, as well as the elaboration and approval of a Degree Work, assisted by a Tutor. The latter represents an important aspect to address in the context of what is stated in the article, since this Work must be prepared by the student with the support of a Tutor.

 

2.2. Tutor and Function Tutorial: history, conceptions, typology and reflections

 Before starting some considerations in relation to the tutors and their competences, it is important to clarify the etymological threshold of the word tutoría in order to contrast its origin with the current application of the word. In turn, this recount could become an element for the reflection and possible conversion of knowledge in university education (López, 2016): as, for the consolidation of actions that allow to truly assume the contributions and trends generated from the essence of each function and educational process to develop, it is required to know the origin of the same in order to rescue the essential, adjusting the strategies.

 

   Etymologically the word tutorial comes from the Latin tutor, tutor-óris that means protector and this, at the same time, arises from the verb tueri that means to observe or to watch over. More in detail highlights the fact that the word is formed by the grouping of three nuclei are: nueni (synonymous to monitor or protect), tor that means agent and the suffix ia that is equivalent to quality. From this perspective, the word "tutoría" represents the authority to protect or protect a person.

 

   This function has undergone a series of adaptations, especially for the purposes that the tutor had to fulfill; These range from peers who had to assist the most novice, through the gradual help of teachers in counseling and monitoring of student behavior at the undergraduate level, to the fulfillment of educational and didactic functions of accompaniment and mentoring of postgraduate students. the completion of their Degree Projects. In this sense, Benedito, Ferrer and Ferreres (1995) represent a great contribution: those who refer as the tutorial system in Great Britain is one of the didactic strategies mostly used as a practice for the guidance of learning and intellectual monitoring of the student consisting of the performance of a written work in which he develops his critical capacity, which must be guided (tutored) by an expert, while in the Anglo-Saxon universities it is emphasized in a more individual education with depth rather than in the amplitude of knowledge, what is called mentoring or monitoring here.

 

   Knowing these two macro approaches, it is worth specifying the English tutorial system, which according to Ruiz (2006b), has the following characteristics:

(a) constitutes an instructional modality centered on the student; (b) the academic interaction is centered on the tutor-student discussion; (c) the tutor and the student meet, at least once a week, for approximately one hour; (d) the instructional group consists of one or more students (no more than five) and a teacher who acts as a mediator of learning; (e) once the subject or study problem has been defined, the tutor assigns specific tasks to the student, which are executed by him and his results are evaluated and subsequently informed by him later; (f) the student learns through three different activities: first, when doing his work alone; second, in the interaction with the tutor, when observing and reflecting on the mistakes made and defending the points of view that he considers correct; and third, by critically reviewing the entire work, correcting it and comparing it with previous versions. (pp.50-51).

 

          However, it is important to highlight that these elements represent the basis of what is known as tutoring in Venezuela and that is typified (as explicitly referred to in previous paragraphs) within the regulations proposed by the CNU (2001c): function that is still a matter of research and, therefore, of transformation so that it adapts to the satisfaction of the needs, requirements, demands and real demands, especially in the educational context. However, the tutorial system is not for exclusive use in the university system; In other countries, it is used in other levels and modalities of the education system (such as primary and secondary); in Venezuela, the tutorial practice predominates in the sense already described and on which the referential approach of this publication will focus.

 

   It is necessary then that in Venezuela the marked emphasis of tutoring is in the university context, especially in the subsystem of university education at postgraduate level; but it is conceived more as a function to be performed, since it is used essentially, as inferred from CNU (2001d): as a tactic or mandatory strategy in all public and private universities so that the student learns to investigate through the Preparation of your Degree Work.

 

   In the case of some autonomous and experimental universities in the country, in whose Graduate Regulations it is typified that during the design and development of the Degree Works, students must have the assistance of a Tutor. This is an important aspect because it is related to some characteristics of the English tutorial system focusing on an almost personalized attention that allows the development of a tutor-student relationship to promote the understanding and approach of the investigation not only as a requirement of degree, but as an expeditious and least traumatic way to solve problems in the professional and social environment; in short, the university teacher assigned for that purpose, fulfills a specific function of accompanying the student for the preparation of their academic product, which is a requirement for obtaining the corresponding degree.

 

  Now, this implies reflecting on some requirements and characteristics of those who fulfill the tutorial function in Venezuelan universities, because the nomothetic purpose that is aspired to achieve with their activity is based on the accompaniment for the elaboration of a Degree Work; nevertheless, beyond that, it is important to establish a relationship between the Tutor and the tutor that allows contributing to the development of a research process that transcends the fulfillment of a degree requirement and becomes the acquisition of professional skills tending to research .

 

   One of the requirements established for a tutor at the postgraduate level, is that at least he possesses the title corresponding to the level for which he aspires to be a Tutor; a requirement that is not enough inasmuch as having a postgraduate degree is not a guarantee to efficiently perform functions and quality tutorial activities. This first requirement referred to the postgraduate degree emphasizes a product but does not necessarily guarantee the reflective and processual experience inherent to the tutorial function, for which the development of tutorial competences goes beyond that aspect and includes a set of experiences, strategies and the skills necessary for that performance.

 

   Without this being the only requirement, a set of competences arises for the Tutor as a result of their training, practice and research experience in the scope of the Degree Work; this is fundamental since the production of investigative research requires specific experience knowledge in each graduate area. Therefore, the investigative action is presented as an essential requirement for the professional who exercises said function. This specific aspect is an element of relevant concern within the administrative management of university managers since locating qualified academic staff with this profile transcends to only meet the first requirement (to have the necessary qualification for the postgraduate level in which it is expected to work); Being a researcher requires continuous and systematic work, it is a condition acquired through practice, it is an attitude towards the environment, a way of life that filters your worldview based on that dynamic: research. Hence, being a researcher, per se, is one of the most difficult requirements to find in the tutors, but one very necessary for the development of optimal tutorial skills.

 

   This series of criteria for being a Tutor represent a normative element for the development of postgraduate activities. But a deep insight on the subject:

Most of the institutions that develop postgraduate programs face a problem ... It is the inadequacy of tutors with experience, both in the exercise of research, and in the supervision and advice of research work carried out by third parties. In the case of postgraduate programs in Education, this is a very general situation throughout the country, which has two consequences ... a). the possibility of increasing the TMT phenomenon and / or b). that students with an academic education of very doubtful quality are graduated, particularly with regard to the development of competences as a researcher (pp.39-40).

  

In this order of ideas, it is fundamental to consider that you can not give what you do not have; that is, a Tutor can not develop investigative skills in students, if he himself does not possess them. In addition, these research skills are the basis for developing tutorial skills, which allows compliance with one of the basic requirements established by the CNU (1993): to authorize the operation of Postgraduate Programs such as "... have personnel of sufficient plant and with the suitable formation to assure ... the direction of works of degree or doctoral theses ... "(Numeral 5).

 

   This training implies that the Tutor must have a set of tutorial competences that allow him to satisfy the demands raised, especially an adequate orientation to the student or tutor in relation to the elaboration of his Degree Work. These competences, essentially, are forged in the orientation that is given to the students for the production of the academic texts required in this training process as a novel researcher (scientific articles, Degree Projects and Doctoral Thesis). As they refer Cruz, Díaz and Abreu (2010):

The tutorial work in postgraduate studies is essential for the training of future researchers, since it has a high potential to revitalize knowledge, integrate collaborative networks and position new leaders in the generation, innovation and transfer of knowledge. However, the task of the tutors is not easy, since there are no instruments to guide their performance; that is why they sometimes govern their actions based on their own beliefs and previous experiences, without a continuous reflection of their work as trainers (p.83).

 

          Such an assertion represents an important contribution because it reveals how the experiences, beliefs and experiences of daily life provide a factual contribution to the notion of tutorial function. However, by themselves, without the systematization, reflection, analysis and understanding generated from a research process, they become isolated processes that may or may not contribute with truthfulness and assertiveness to the dynamics of production of academic texts at the postgraduate level.

 

Now, knowing the importance of the Tutor for the accomplishment of the Works of Degree in the Venezuelan Postgraduate Programs, its conceptualization is necessary. For Ruiz (1996): The Tutor of Degree Work is "... a teacher - researcher who, as an expert, has the responsibility to conduct, in a competent manner, the academic activity of the student associated with the entire process of preparing your work or thesis" (p.56). From there it can be inferred how the tutorial function at the graduate level, in addition to adjusting to a particular scientific and academic context as part of knowledge management, requires responding to the demands and social demands of the moment, promoting alternatives to re-route the journey social in the context of progress and development.

 

Added to this, it is expected that the Tutor contributes primarily in the process of training new researchers; This requires a set of elements and exchanges typical of the academic life of any Postgraduate Program, in which processes such as academic literacy play a fundamental role in supporting the fulfillment of the tutorial function, as well as the development of competences in this area.

 

In this order of ideas, it is important to specify a typology of the Tutors. For example, Terán (2012b), refers that:

... Three types of tutors can be identified: a). expert, b). consolidated and c). novel to). The expert tutor considers the professional with a profile of performance in the categories that define the tutorial competence, this is: deep knowledge in theories and epistemology of the investigation, experience as a researcher and extensive knowledge in methodology and strategies of academic advising ... b ). The profile of the consolidated tutor is that professional who has acquired some experience in the performance as tutor of degree or thesis work, limited knowledge of research epistemology, and little experience as a researcher. c) Finally, the novice tutor is a professional who has little or no experience as a researcher and limited experience as a consultant for research work and a moderate command of epistemology and theories of research (p.60).

 

          This characterization offers a global vision about the most outstanding aspects required by a Tutor. Likewise, it expresses the types of Tutors that are available to support the curricular administration and preparation of the Degree Projects by the Universities, giving a preponderant role to the exercise of the research (and all the processes that accompany it), as a fundamental aspect to perform properly as a Tutor.

 

2.3. Instrumentation of the Competition Tutorial: perspectives found

On this point it is essential to consult the contribution made by Valarino (1997): in the operationalization of the tutorial competence, when he succinctly states the dimensions of the tutoring: a). functions of the role (which concerns the knowledge and implementation of the responsibilities of the tutor in relation to compliance with the advice and other roles required in the exercise of their work, which essentially translates into modeling the student and provide support as an active researcher); b) competence (complex and dynamic field that refers to the experience and knowledge of the tutor in the research process, thus evidencing a set of skills not only in the epistemic, methodological or ontological but also in the communication and proper management of interpersonal relationships, as well as the planning and administration of information about the research process); c) Emotional conditions (complex field that requires affective openness and interest in new experiences, as well as tolerance to the initiation phase in which the student may possibly be). By way of confirmation, Terán (2012c), states that:

The tutorial plays a preponderant role in the development of the investigation of the work of degree or thesis, varies according to the competence and performance of the tutor; the same one that is operationalized based on three categories: a). theoretical-epistemological knowledge; b) experience as a researcher; and c). experience in advising and academic support ... (p.59).

 

          Now, these three elements are very similar to those raised by Ruiz (2006d), who says that the tutorial competence can be instrumented as follows:

a). Wide and deep knowledge of the subject matter of the Degree Work, which has three dimensions namely: a.1.). academic training (depending on the scientific degree you have); a.2). professional experience (years of exercise); a.3). Experience as Tutor (number of Grade Works advised).

b). Experience as a researcher in the subject area, with two dimensions that make it up: b.1). declarative knowledge of theoretical aspects such as paradigm, ontology, methodology or specific theories; b.2). Procedural knowledge, related to knowing how to pose the problem, elaborating the theoretical framework, describing the method, presenting the results, elaborating the discussion and presenting the conclusions, elaborating the report.

c). Have experience as an Academic Advisor, which is structured in three dimensions: c.1). counseling method that implies the reason for the request for help, identification of the problem, feasibility analysis, instrumentation, monitoring; c.2). management of communication and control of emotions; c.3). use or not of cognitive mediation.

 

          These dimensions come to set a pattern in the establishment of a characterization of the performance of the figure of the tutor, which suggests a set of important aspects for reflection; in the case of Balbi (2011b), the tutorial competition:

… It is evidenced through a set of technical-academic, scientific communication and professional actions in which the cognitive and affective factors of the tutor intervene and that together with the student creates the conditions for him to reach the goal of completing the research work at the same time that it is formed or trained in the methodological procedures. This means that the tutor's actions are strategic and aimed at facilitating the process, helping him to anticipate obstacles and make timely decisions that will lead him to reach the goal (p.24).

 

          The above citation raises a tutorial function that covers the exercise in various areas ranging from academic (technical, professional, cognitive) to relational (emotional, communicational); in these areas the work of the tutor must necessarily be conscious and intentional in order to mediate the process or tutorial action. This aspect must be highlighted because traditionally the student's self-learning process stands out above the tutorial function, being that in reality both complement each other, but the first one depends in a great way on the clarity and assertiveness of the tutor's actions.

 

   The Tutor requires encouraging and consolidating in the student a discipline, thoroughness and deepening in the intellectual work, so that he becomes aware of the complexity of the process and assumes a dynamic, critical, creative and analytical attitude that allows him to be trained in the fact investigative, value and potentiate their abilities and abilities as a professional and socially responsible subject. From this representation, assumes the conception of tutorial competence raised by Ruiz (2006e), who declares that it is:

… The integral expression of specific factors of the cognitive (knowledge and skills) and affective (attitudes, values and self-confidence) dimensions exhibited by a teacher-researcher, through their professional performance, during the process of directing, advising and supervising to a student in the development of their work or thesis of degree ... consequently, the tutorial competence, as performance, is translated into a set of technical-academic, communicational, scientific and professional, mediated by cognitive and affective factors of the tutor, who puts into practice, prior agreement with the student, with the deliberate purpose of creating the appropriate conditions for the subject to achieve the goal of making a thesis with quality and social relevance, while training in the methods, techniques and investigation procedures (p.70).

 

In accordance with the aforementioned, the tutorial competence combines knowledge of the area as well as experience in research and as a tutor. Added to this, Ruiz considers equally essential for the optimal performance of the tutorial competence, to consider the characteristic features of the thesis, such as its academic profile, its strengths, weaknesses and the family and work context. The vision exposed by this author manages to unveil the various dimensions of an action marked by the dialectic of knowledge and doing, as well as the individual and the social.

 

3.  Final Considerations

In Venezuela, the tutorial function acquires its expression as a specifically university competence. The growing development of the postgraduate studies sector in Venezuela has led to the investigation of the factors involved in the successful completion of these studies. Traditionally, the tutorial function in the university context has been considered from a unilateral perspective, that is, a vision of the tutorial competence only seen from the teacher's side. Hence the importance of establishing a more complete overview of the tutorial function by developing a bidirectional perspective that includes not only the competence and knowledge of the tutor but also its interrelation with the thesis student.

 

 The multiple dimensions involved in the tutorial competence reveal the complexity of a core function in the training of researchers. This reality in constant construction in Venezuelan postgraduate courses involves a path in itself as it requires constant review, reflection and presentation of proposals in relation to the conception, characteristics and qualities of a competent and effective tutor, as well as the interactions in tutoring at the referred university level. Hence, this contribution represents a relevant approach in this area not only for the Postgraduate Programs in Venezuela, but throughout the international university context.

 

4. References

Balbi, A. (2011a,b). Diseño de un Programa de Formación de Tutores. Kaleidoscopio, 08(16), 21-30. ISSN: 1690-6054. Universidad Nacional Puerto Ordaz, Venezuela: Experimental de Guayana. Recuperado de: http://kaleidoscopio.uneg.edu.ve/numeros/k16/k16_art02.pdf

 

Bello, F. (2003). La Política tutorial y el crecimiento de los Estudios de Postgrado en Venezuela (Análisis y Propuestas). Revista Ciencias de la Educación, 2(22), 59-78. ISSN: 1316-5917. Recuperado de: http://servicio.bc.uc.edu.ve/educacion/revista/a3n22/22-4.pdf

 

Benedito, V., Ferrer, V., & Ferreres, V. (1995). La formación universitaria a debate. Barcelona: Publicaciones de la Universidad de Barcelona.

 

Consejo Consultivo Nacional de Postgrado (2018). Estadísticas. Ministerio del Poder popular para Educación Universitaria, Ciencia y Tecnología. Caracas, Venezuela: Consejo Nacional de Universidades. Recuperado de: http://www.ccnpg.gob.ve/estadisticas/

 

Consejo Nacional de Universidades (1993). Resolución referida a la Política Nacional de Estudios de Postgrado. Gaceta Oficial Nº 35.210 de fecha 27 de marzo. Caracas, Venezuela: Consejo Nacional de Universidades.

 

Consejo Nacional de Universidades (2001a,b,c,d). Normativa General de los Estudios de Postgrado para las Universidades e Instituciones debidamente autorizadas por el Consejo Nacional de Universidades. Gaceta Oficial Nº 37.328 de fecha 20 de noviembre. Caracas, Venezuela: Consejo Nacional de Universidades.

 

Cruz, G., Díaz, A., & Abreu, L. (2010). La Labor Tutorial en los estudios de postgrado. Rúbricas para guiar su desempeño y evaluación. Perfiles Educativos, XXXII(130), 83-102, ISSN: 0185-2698. Distrito Federal, México: Instituto de Investigaciones sobre la Universidad y la Educación. Recuperado de: http://www.redalyc.org/articulo.oa?id=13214992006

 

Díaz, S. (2008). Perfil ideal de Competencias del Tutor de Trabajos a nivel de Postgrado de la Facultad de Ciencias de la Educación de la Universidad de Carabobo. ARJÉ Revista de Postgrado FACE-UC, 1(2), 154-182. ISSN digital: 2443-4442, ISSN impreso: 1856-9153. Recuperado de: http://www.arje.bc.uc.edu.ve/arj02/art07.pdf 

 

López, C. (2016). Didáctica Conversora del Conocimiento: Construcción de un Modelo integrativo en Educación Universitaria. Observador del Conocimiento 3(4), 39-44, ISSN: 2343-6212. Recuperado de: https://issuu.com/oncti/docs/ocv3n4

 

Rondón, A. (2013). El tutor y los procesos de tutoría en las universidades venezolanas. España: Editorial Académica Española, ISBN-13: 978-3-659-07392-2, ISBN-10: 365907392X, EAN: 9783659073922, págs. 56. Recuperado de: http://www.eae-publishing.com/

 

Ruiz, C. (1996). La Competencia Tutorial. Un análisis teórico-conceptual. Planiuc, 14(22), 93-118, ISSN: 0253-6617.

 

Ruiz, C. (2006a,b,c,d,e). Cómo llegar a ser un tutor competente. Caracas, Venezuela: Aula XXI, Santillana/UPEL.

 

Terán, G. (2012a,b,c). Los Trabajos de Grado y niveles de productividad en los Postgrados: Aproximación Teórica de Seguimiento Tutorial. Eidos, (5), 59-67, ISSN: 1390-5007. Quito, Ecuador: Universidad Tecnológica Equinoccial. Recuperado de: https://doi.org/10.29019/eidos.v0i5.96

 

Valarino, E. (1997). Tesis a Tiempo. Caracas, Venezuela: Equinoccio, Ediciones de la Universidad Simón Bolívar, Impresión: Editorial Melvin, ISBN: 980-237-141-6, págs. 365. Recuperado de: https://books.google.co.ve/books?id=w_vA02P3obgC&printsec=frontcover#v=onepage&q&f=false

 

 

Carmen Consuelo López De Solórzano

e-mail: clopez@impm.upel.edu.ve

 

Born in Venezuela, Professor in Preschool Education (UPEL, 1999), Magister Scientiarum in Open and Distance Education (UNA, 2010) and Doctor of Education Sciences (UFT, 2014). Associate Professor of Exclusive Dedication of the UPEL, attached to the Barinas Academic Extension of the Institute of Professional Improvement of the Teaching. Among its research themes include: University Didactics, Tutorial Competences, Investigative Culture and Teacher Training Needs. She is currently the Local Coordinator of the Research and Postgraduate Programs and the Barinas Educational Research Center. Publishes scientific articles in scientific journals and participates as Lecturer, Speaker and Tallerist in academic activities.

 

 

Mariela Sofía Pérez Rodríguez

e-mail: marielasofi@gmail.com

 

Born in Venezuela, Bachelor of Arts, mention Languages and Classical Literature ULA (1996). Master in Linguistics of the UPEL-IPB (2002). Associate Professor Dedication Exclusive of the UPEL, attached to the Department of Spanish and Literature where he has administered courses related to history of language, grammar, comprehension and textual production. Researcher assigned to the lines Analysis of Latin American Discourse and Literature of Trino Borges Literary Linguistic Research Center. Coordinator of the Master in Linguistics of the IPB. He has published articles in specialized magazines. Currently studying for a Doctorate in Latin American and Caribbean Culture from UPEL-IPB.

 

The content of this manuscript is disseminated under a Creative Commons License Attribution-NonCommercial-ShareAlike 4.0 International

 

- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.2.39-60