El profesor como tutor: un reto a consolidar en el ejercicio profesional de la orientación

ABSTRACTBoth the specialised literature and legal provisions in Spain consider educational and professional guidance to be a relevant factor in the quality and improvement of teaching. They likewise specify that the tutorship and guidance of pupils are part of teaching duties and that educational centres are responsible for the coordination of such activities. The achievement of quality is conditioned by the degree of social commitment assumed in this challenge by both educational bodies and social agents. We are convinced that guidance specialists will accept their part of the commitment to contribute to such quality, which represents a challenge and a stimulus for the exercise of the profession. The context of this study is the relevance that guidance and tutoring have acquired in the Educational System set up by the LOGSE, and the importance of in-house training for teachers to improve their tutoring skills. The aim is to provide a measure of support for the guidance work being carried out on a daily basis in public Secondary Schools (IES), consisting in the drawing up of a Training Programme for Tutors in Compulsory Secondary Education. Our conviction is that the efforts of such specialists will be enhanced if the tutors with whom they collaborate, who are key pieces in the development of guidance in these centres, receive suitable training. If the model of intervention by programmes is chosen, the help and support of the tutors is essential for the guidance counsellor to reach all pupils.RESUMENLa literatura científica y las disposiciones legales en España consideran a la orientación educativa y profesionalcomo un factor relevante de la calidad y mejora de la enseñanza especificando, igualmente, que tutoríay orientación de los alumnos forman parte de la función docente correspondiendo a los centros educativosla coordinación de estas actividades. La consecución de esta calidad va a venir condicionada por el nivel decompromiso social que cada uno de los estamentos educativos y agentes sociales adquieran con este reto.Estamos convencidos que los profesionales de la orientación asumiremos nuestra parte de compromiso paracontribuir a dicha calidad lo que significa un reto y un estímulo para nuestra práctica profesional.Este trabajo está situado en un determinado contexto: el de la relevancia que el ámbito de la orientacióny la tutoría ha adquirido en el Sistema Educativo establecido a partir de la LOGSE y la importancia dela formación permanente del profesorado como factor de mejora del mismo. Mediante él pretendemosofrecer un recurso de apoyo a la labor que los orientadores realizan a diario en los Institutos de EducaciónSecundaria (IES), consistente en la elaboración de un Programa de Formación de Tutores deEducación Secundaria Obligatoria, en la convicción de que la labor de aquellos profesionales se veráfavorecida si los tutores con los que colabora, piezas claves en el desarrollo de la orientación en estoscentros, cuentan con la preparación adecuada. Si apostamos por el modelo de intervención por programascomo medio para que el orientador llegue a todos los alumnos, es imprescindible que éste cuentecon la ayuda y apoyo de los profesores tutores.ABSTRACTBoth the specialised literature and legal provisions in Spain consider educational and professional guidanceto be a relevant factor in the quality and improvement of teaching. They likewise specify that thetutorship and guidance of pupils are part of teaching duties and that educational centres are responsiblefor the coordination of such activities. The achievement of quality is conditioned by the degree of socialcommitment assumed in this challenge by both educational bodies and social agents. We are convincedthat guidance specialists will accept their part of the commitment to contribute to such quality, whichrepresents a challenge and a stimulus for the exercise of the profession.The context of this study is the relevance that guidance and tutoring have acquired in the EducationalSystem set up by the LOGSE, and the importance of in-house training for teachers to improve their tutoringskills. The aim is to provide a measure of support for the guidance work being carried out on a dailybasis in public Secondary Schools (IES), consisting in the drawing up of a Training Programme forTutors in Compulsory Secondary Education. Our conviction is that the efforts of such specialists willbe enhanced if the tutors with whom they collaborate, who are key pieces in the development of guidancein these centres, receive suitable training. If the model of intervention by programmes is chosen,the help and support of the tutors is essential for the guidance counsellor to reach all pupils