The quality of tutor services is now a fundamental element in supporting the educational success of students from the very first moments of their entry into the university system. The implementation of educational practices, especially during the initial stages, can contribute to the enhancement of self-regulated study skills, increasing study skills and awareness of one's academic abilities (Jansen & vanderMeer,2012). However, at the higher education level, at least in Italy, there is no widespread possibility of assigning specifically trained units for student orientation in a sustainable manner (Panopoulos&Sarri,2013). Universities provide information and support services, organise Welcome Days for new students and, at the central level, have established psycho-pedagogical support services. However, most of the initiatives within the degree courses are led by untrained staff, whose role is often underestimated. A role that could, on the other hand, contribute to the change in university teaching, especially if it is designed as a methodological support for active and participative teaching activities in the classroom. Since the quality of the training guidance service offered requires adequate training of the tutors, this paper presents a training model that is designed to enable the tutors to acquire skills and to support the students in the self-regulated management of their learning, in order to achieve academic success.
Figure di sistema o agenti di cambiamento? Il contributo dei/delle tutor al successo formativo degli studenti e delle studentesse, al miglioramento della didattica universitaria, al Faculty development Systemic figures or agents of change? The contribution of tutors to the educational success of students, to the improvement of university teaching, to Faculty development
PIAZZA ROBERTA
2024-01-01
Abstract
The quality of tutor services is now a fundamental element in supporting the educational success of students from the very first moments of their entry into the university system. The implementation of educational practices, especially during the initial stages, can contribute to the enhancement of self-regulated study skills, increasing study skills and awareness of one's academic abilities (Jansen & vanderMeer,2012). However, at the higher education level, at least in Italy, there is no widespread possibility of assigning specifically trained units for student orientation in a sustainable manner (Panopoulos&Sarri,2013). Universities provide information and support services, organise Welcome Days for new students and, at the central level, have established psycho-pedagogical support services. However, most of the initiatives within the degree courses are led by untrained staff, whose role is often underestimated. A role that could, on the other hand, contribute to the change in university teaching, especially if it is designed as a methodological support for active and participative teaching activities in the classroom. Since the quality of the training guidance service offered requires adequate training of the tutors, this paper presents a training model that is designed to enable the tutors to acquire skills and to support the students in the self-regulated management of their learning, in order to achieve academic success.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
