Tutoring and its inclusion within primary education teacher training

Abstract

Academic tutoring and diversity of students
have become two pillars that contribute
to the quality of teacher training in
the university of the 21st century. The main
objective of this study was to examine the
level of satisfaction that the students of the
Degree of Primary Education at the University
of La Laguna have with the role of
the teacher conceived as an inclusive tutor
in educational action and in academic tutoring.
A second objective was to analyze
whether there existed differences between
previous levels of satisfaction in those stated
for the year in which the students were.
To this end a scale of satisfaction was designed
and validated and administered to
a sample of 379 students, belonging to
the four undergraduate courses the degree
is made of. The results showed that
these students do not have high levels of
satisfaction for any of the analyzed dimensions.
For academic tutoring as a resource
to deal with diversity, average levels 

of satisfaction were obtained. The lowest
value went to level of satisfaction with
teachers seen as inclusive tutors. The differences
found among the courses showed
that 4th year students had higher levels of
satisfaction with tutoring as a resource for
diversity and with the role of teachers as
inclusive tutors.