文章基本信息

标题：La tutoría grupal y entre iguales en el contexto de los estudios de posgrado
本地全文：下载
作者：Rudy Mostacero
期刊名称：Legenda
出版年度：2014
卷号：18
期号：18
页码：67-97
语种：English
出版社：Legenda
摘要：In this article I present the results of some experiences about my work as a tutor of a group of master’s students who carried out activities based on the framework of situated writing and two strategies known as peer tutoring (Topping, 1996; Carlino, 2005a) and a strategy I call group tutoring (Mostacero, 2013a). The latter, is an innovative, cooperative and reciprocal variation of the peer tutoring which has been put into practice in a small group of five master’s students. Regarding the concept of tutoring, I take into consideration the work of Carlino (2004, 2008b), Alzate and Peña (2010) and Colombo (2012, 2013), even though I propose a more egalitarian interaction between the tutor and the student in order to reduce the characteristic asymmetry of traditional tutoring. To achieve these purposes, I discuss the function of postgraduate students tutoring, the modalities of tutoring, the differences between dual and group tutoring, and the manner in which the advantages of tutoring influence the learning of writing, especially in the case of writing papers as intermediate products. For the evaluation of such an influence, I carried out an ethnographic record through questionnaires and pedagogical journals. Then, based on the analysis of that data, I was able to evaluate the learning which is possible thanks to group tutoring. I conclude that this type of tutoring facilitates egalitarian and reciprocal relations, cooperative learning, the practice of epistemic writing, and the identity, which as readers and writers we can achieve being part of a Writing Group.
关键词：Group and peer tutoring;Collaborative and situated writing;Postgraduate tutoring;Tutoría grupal y entre pares;Escritura colaborativa y situada;Asesoría en posgrado