Evaluation of the tutoring process with teachers in elementary schools in Mexico

Resumen

This research project is proposed as part of educational reform that started in 2013 in the Mexican Educational System. It responds to the need to constitute a solid program of tutoring, which according to the General Law of Professional Teaching Service (LGSPD) in Mexico, new-entry teachers must receive mentoring during a two-year induction period, in order to strengthen their capacities in the teaching function. Information about the tutoring process will be retrieved through an online journal of professional practice. Based on a mixed method approach the study will review the relationship between teacher and tutor and how this dynamic meets the need of new teachers to solve practical problems. Also, the Mentoring Profile Inventory (MPI) questionnaire was employed with the purpose of recognizing the motivators and challenges that they face. Teachers will answer a questionnaire of satisfaction of the tutorials received. The participating groups in the study correspond to a representative sample of teachers who entered the Professional Teaching Service in August 2016 and the tutors with whom the Educational Authority of the State of Sonora, Mexico has assigned. This study is expected to gather information to evaluate the tutoring program, to identify styles and practices that are more effective in the regional context, to identify the training needs of the new teachers and tutors, to evaluate the effectiveness of the online journal as a tool to follow the tutorials and as a source of information for the continuous improvement of the curriculum of teacher-training schools.