University Tutoring: a case study in the Faculty of Education at the University of Murcia

Abstract

Tutoring is institutionalized in all educative
stages from childhood to higher education.
However, tutoring at university level
has a much shorter and newer tradition.
Since the implementation of EHES, tutoring
has come back as a quality factor in
this educative stage, but the resurgence
of university level tutoring should not be
seen as a novelty but as a fundamental
guiding process with many advantages
and benefits to the university community.
Because of that, the aim of this paper is
to go into detail about the implementation
and development of tutoring in this context
from university students’ perception.
This paper is done using a quantitative
methodology approach with a descriptive
and transversal research design. 572 undergraduate
students of Childhood Edu

cation, Primary Education, Social Education,
and Pedagogy from the University of
Murcia have participated. These students
contribute their opinions and evaluations
through an ad hoc questionnaire based on
a previous research. A reliability and validation
analysis is presented through an
exploratory factorial analysis. The database
and its analysis were undertaken with
SPSS v.21 statistics program. Descriptive
and inference analysis is used on purpose.
The results show different ways of intervention
aimed at offering a better quality
for the educative process. One especially
relevant establishes that more careful attention
shoud be paid to the design processes
of tutoring action plans, in line with
the research of González and León (2014)
or Cano and Paula (2008).