<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0188-6266</journal-id>
<journal-title><![CDATA[Acta universitaria]]></journal-title>
<abbrev-journal-title><![CDATA[Acta univ]]></abbrev-journal-title>
<issn>0188-6266</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guanajuato, Dirección de Investigación y Posgrado]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0188-62662021000100136</article-id>
<article-id pub-id-type="doi">10.15174/au.2021.3134</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La evaluación de tutores académicos universitarios: una revisión del estado de la investigación desde instituciones mexicanas]]></article-title>
<article-title xml:lang="en"><![CDATA[The evaluation of university academic tutors: a review of the state of research in Mexican institutions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponce Ceballos]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aceves Villanueva]]></surname>
<given-names><![CDATA[Yaralín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aviña Camacho]]></surname>
<given-names><![CDATA[Issac]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[Mexicali Baja California]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0188-62662021000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0188-62662021000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0188-62662021000100136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presentan los resultados parciales de un proyecto de investigación que buscó caracterizar los instrumentos para evaluar a los tutores universitarios de instituciones mexicanas. Los resultados corresponden a una revisión de investigaciones en el plano de la evaluación de tutores académicos universitarios, siguiendo un proceso sistematizado apoyado en el análisis de contenido y diálogo intersubjetivo de participantes. El análisis tomó como estructura general el modelo para la evaluación de las competencias de tutores (García et al., 2016). Los resultados muestran evidencia sobre la procedencia, cobertura, alcance y objeto de los estudios, así como de las metodologías utilizadas. Las conclusiones señalan la importancia de diversificar las formas de evaluar, la pertinencia de los objetivos de evaluación, el uso de instrumentos válidos y confiables, además de la documentación y transparencia de los procesos de diseño y evaluación. Se recomienda avanzar en estudios de corte nacional que permitan ampliar el panorama de lo que ocurre en las diversas instituciones mexicanas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The partial results coming from a research project that sought to characterize the instruments to evaluate university tutors of Mexican institutions are presented. The results correspond to a review of research on the evaluation of university academic tutors, following a systematized process supported by the content analysis and intersubjective dialogue of participants. Such analysis was based on the structure of the model for the evaluation of tutors&#8217; competencies (García et al., 2016). The results show evidence on the origin, coverage, scope, and purpose of the studies, as well as on the methodologies used. Conclusions point out the importance of diversifying the ways of evaluating, the relevance of the evaluation objectives, and the use of valid and reliable instruments, along with the documenting of the design of evaluation processes. It is recommended to advance in national studies that allow to broaden the panorama of what happens in Mexican institutions in this area.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tutoría académica]]></kwd>
<kwd lng="es"><![CDATA[evaluación de tutores]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[instrumentos de evaluación]]></kwd>
<kwd lng="en"><![CDATA[Academic tutoring]]></kwd>
<kwd lng="en"><![CDATA[tutors&#8217; evaluation]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[evaluation instruments]]></kwd>
</kwd-group>
</article-meta>
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