How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education

University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what...

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Autores: Pérez Burriel, Marc, Serra Saurina, Laura, Fernández Peña, Roser
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2024
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/24685
Acceso en línea:http://hdl.handle.net/10256/24685
Access Level:acceso embargado
Palabra clave:Ensenyament universitari
Education, Higher
Tutors i tutoria (Educació)
Tutors and tutoring
Ensenyament reflexiu
Reflective teaching
Ensenyament -- Innovacions
Educational innovations
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spelling How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher EducationPérez Burriel, MarcSerra Saurina, LauraFernández Peña, RoserEnsenyament universitariEducation, HigherTutors i tutoria (Educació)Tutors and tutoringEnsenyament reflexiuReflective teachingEnsenyament -- InnovacionsEducational innovationsUniversity tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners' agency, focusing specifically on developing learners' capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subjectTaylor & Francis (Routledge)info2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/24685© Reflective Practice: International and Multidisciplinary Perspectives, 2024, vol. 25, num. 4, p. 467-483Articles publicats (D-PS)Pérez Burriel, Marc Serra Saurina, Laura Fernández Peña, Roser 2024 How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education Reflective Practice: International and Multidisciplinary Perspectives undef undef undefreponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.1080/14623943.2024.2325413info:eu-repo/semantics/altIdentifier/issn/1462-3943info:eu-repo/semantics/altIdentifier/eissn/1470-1103Tots els drets reservatsReconeixement-NoComercial 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/embargoedAccessoai:recercat.cat:10256/246852026-05-29T05:05:01Z
dc.title.none.fl_str_mv How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education
title How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education
spellingShingle How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education
Pérez Burriel, Marc
Ensenyament universitari
Education, Higher
Tutors i tutoria (Educació)
Tutors and tutoring
Ensenyament reflexiu
Reflective teaching
Ensenyament -- Innovacions
Educational innovations
title_short How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education
title_full How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education
title_fullStr How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education
title_full_unstemmed How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education
title_sort How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education
dc.creator.none.fl_str_mv Pérez Burriel, Marc
Serra Saurina, Laura
Fernández Peña, Roser
author Pérez Burriel, Marc
author_facet Pérez Burriel, Marc
Serra Saurina, Laura
Fernández Peña, Roser
author_role author
author2 Serra Saurina, Laura
Fernández Peña, Roser
author2_role author
author
dc.subject.none.fl_str_mv Ensenyament universitari
Education, Higher
Tutors i tutoria (Educació)
Tutors and tutoring
Ensenyament reflexiu
Reflective teaching
Ensenyament -- Innovacions
Educational innovations
topic Ensenyament universitari
Education, Higher
Tutors i tutoria (Educació)
Tutors and tutoring
Ensenyament reflexiu
Reflective teaching
Ensenyament -- Innovacions
Educational innovations
description University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners' agency, focusing specifically on developing learners' capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subject
publishDate 2024
dc.date.none.fl_str_mv 2024
info
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
peer-reviewed
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/24685
url http://hdl.handle.net/10256/24685
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1080/14623943.2024.2325413
info:eu-repo/semantics/altIdentifier/issn/1462-3943
info:eu-repo/semantics/altIdentifier/eissn/1470-1103
dc.rights.none.fl_str_mv Tots els drets reservats
Reconeixement-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/embargoedAccess
rights_invalid_str_mv Tots els drets reservats
Reconeixement-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv embargoedAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis (Routledge)
publisher.none.fl_str_mv Taylor & Francis (Routledge)
dc.source.none.fl_str_mv © Reflective Practice: International and Multidisciplinary Perspectives, 2024, vol. 25, num. 4, p. 467-483
Articles publicats (D-PS)
Pérez Burriel, Marc Serra Saurina, Laura Fernández Peña, Roser 2024 How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for Higher Education Reflective Practice: International and Multidisciplinary Perspectives undef undef undef
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812455

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