¿Qué características del tutor par apoyan la transición a la educación superior? Percepción de los tutores y tutorados.

Abstract

Peer tutoring is implemented in Higher Education as a strategy to enhance the institutional and intellectual affiliation of incoming first-year students. Using a qualitative methodology, with a hermeneutic phenomenological approach, students' personal experiences participating in a peer-tutoring program were explored, regarding their perception of those characteristics that outline the profile of the peer tutor in a career in early childhood education. Following the principles of this approach, the data were analyzed iteratively and circularly to achieve understanding of the texts produced by the participants, from their logs and semi-structured interviews. The results show the assembly of the voices of tutors and tutored students of those features that outline the profile of the tutor accompanying university integration processes. These emerge due to the interconnection that occurs between peers and the shared materiality to benefit the trajectories of the students. In conclusion, it is necessary to pay attention to the tutor selection processes, training plans and support for this role as they carry out their work.