Abstract

CRUZ FLORES, Gabriela de la. Tutoring in Higher Education: analysis from different approaches psychological and practical implications. CPU-e. Rev. Investig. Educ [online]. 2017, n.25, pp.34-59. ISSN 1870-5308.

Mentoring programs in higher education seek to abate central problems of the educational system like abandonment and educational underachievement, both aspects are manifestations of quality and social relevance of educational provision, in that sense tutoring can be also a resource to promote equity and educational justice. The creation and operation of mentoring programs it has been justified primarily from the level of educational policy and regulatory aspects, however the discussion and development of specific theoretical and methodological frameworks that articulate the tutorial as a compensatory educational activity is pending. This article seek to contribute to the construction of theoretical and methodological mentoring frameworks, supported in the field of psychology, from which educational implications for higher education tutorial work arise. The proposed analysis can be a guide to assess the prevailing perspectives and redefine what and how mentoring programs could be transformed in a factor of educational equity.

Keywords : Mentoring; tutors; higher education; theoretical models.

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