THE EUROPEAN HIGHER EDUCATION AND THE TEACHER AS TUTOR AT UNIVERSITARY

Abstract

We have a series of arguments that justify the adoption of a positive position to the tutoring of university students. In the first place, tutorship helps to solve the difficulties caused by students’ greater heterogeneity, due to a greater diversification of the access to University. Secondly, it facilitates the curricular direction related to professional positions and the access to other studies, as well as it guarantees the transparency and the compartative standards requested by the European Space of Superior Education. Thirdly, it contributes to help students with difficulties in follow their studies regulary. And in fourth place, it improves the public image and the external projection of the University, as well as students’ loyalty, and offers opinions that facilitate long-life learning. In relation to the objectives that we considered, on the one hand, we will analyze which are the roles and competences that define the profile of a competent professor-tutor; also, we will establish a global frame of performance that responds to the emergent students’ needs throughout the academic formation; as well as to bring students stimuli for development of their reflection, dialogue, autonomy and criticism in the academic context; for which we will outline a quantitative and qualitative analysis on how the students of pedagogy perceive tutorship.