Proyecto Engagementelementos para una reformulación del Plan de Acción Tutorial de los grados de maestro en la Universidad de Barcelona

  1. Diego Calderón-Garrido 1
  2. Josep Gustems-Carnicer 2
  3. Maria-Eugènia Arús 2
  4. Ana Ayuste-Gonzalez 2
  5. Albert Batalla 2
  6. Roser Boix 2
  7. Caterina Calderón-Garrido 2
  8. Julia Castell 2
  9. Edmon Elgstrom 2
  10. Montserrat Fons 2
  11. Martina Kieling 2
  12. Teresa Kirchner 2
  13. Carolina Martín 2
  14. Marta Oporto 3
  15. Salvador Oriola 2
  16. Andrés Torres 2
  17. Ann-Elizabeth Wilson 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  3. 3 Universitat Abat Oliba CEU
    info

    Universitat Abat Oliba CEU

    Barcelona, España

    ROR https://ror.org/00vkhbp60

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Revue:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Année de publication: 2019

Volumen: 31

Número: 1

Pages: 193-197

Type: Article

DOI: 10.1080/11356405.2018.1551652 DIALNET GOOGLE SCHOLAR

D'autres publications dans: Culture and Education, Cultura y Educación

Résumé

As a teaching method, tutorials are fundamental to university education, and are underpinned by the following goals: to accompany students; to help them establish a clear training pathway; and to promote their academic achievement. Our proposal aims to introduce psychological aspects into the Tutorial Action Plan (TAP) which, while often left unattended, are closely related to academic achievement. Our objective is to identify the relation between the academic commitment of pre-service teachers (preschool education, primary education and double degree students) at the UB and stress and coping skills, academic motivation, achievement and self-efficacy, as well as the opinions of students and tutors on the resources used during TAP and potential improvements to it. This is a transversal prospective exploratory study, applying the following questionnaires: Academic commitment (UWESS-9); Perceived Stress Scale (PSS); Self-efficacy (NGSE); Motivation (MSLQ); and two ad hoc online questionnaires. In conclusion, we hope that the results of this study will help us reformulate the TAP of said degree programmes, improving personalized attention and the quality of the student tutorial system, which is one of the standards used to assess universities.

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Information sur le financement

This study has been funded with a research grant awarded by the University of Barcelona (call for proposals UB 2016 REDICE 16-1561). / Este trabajo ha sido financiado

Financeurs

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