Accompanying Teachers in Training: Tutors' Discourses on Pedagogical Practices in Context

Abstract

The professional training processes within the undergraduate programs must be mediated by qualified teachers, with a broad theoretical background and significant recognition. These statements are the basis of this research article that aims to understand the stories of tutors who accompany the pedagogical practices of teachers in training at a public university in Norte de Santander - Colombia. The methodological approach is oriented from the qualitative-interpretative paradigm using focus groups as a data collection technique. The conclusions of the study show that teachers who assume the monitoring and mediation of practices within the degree programs must be directly linked to the current context of the educational system in which they perform their work activity, given that in it they can be in constant assertive feedback regarding the teaching role, which can be observed in the practice classrooms of trainee teachers.