Pupils’ Perceptions of the Tutorial Role in Higher Education

Abstract

Research Background

Adapting university educational models to the challenges presented by the European Higher Education Area requires a serious rethink of the teaching role as well as a substantial shift in educational relationships between pupils and teaching staff (Álvarez et al. 2005). The need to value and foster independent learning by students and the importance that university institutions ensure the development of an essential set of professional abilities, requires creating assistance and monitoring areas that truly place the pupil at the centre of education (Gairín et al. 2004; García, Asensio et al. 2005).
Under these requirements, the tutorial role becomes an important teaching activity for teaching staff, as well as an efficient learning method aimed at promoting an individualised approach to the teaching, monitoring and evaluation of the student’s independent work (Lázaro, 2003; Rué, 2007).