La tutoría entre iguales como estrategia para la efectividad de los procesos de transición activa a las instituciones de Educación SuperiorEstudio del Proyecto Tutoría entre Compañeros (Grados) en la Facultad de Educación de la Universidad de Salamanca (2008-2019)

  1. Vargas Hernández, Yadirnaci
Supervised by:
  1. Leoncio Vega Gil Director
  2. José Antonio Cieza García Director

Defence university: Universidad de Salamanca

Fecha de defensa: 15 December 2021

  1. David Revesado Carballares Secretary

Type: Thesis


The coordinates of the European Higher Education Area place the university student in a priority place in the teaching-learning processes, recognizing that it is in the fourth transition when most of the dropouts and low performance of the students occur. For this very important cause, educational institutions and other International Organizations have dedicated part of their work in recent years to proposing and undertaking strategies that increase quality, equity, inclusion and the success of all in the field of education. and training, hand in hand with guidance services and, within these, tutorial actions such as peer tutoring. Faced with this reality, as researchers we are asked the questions of ¿how can Higher Education institutions and their guidance and tutorial services favor the integration of students who are in active transition processes? ¿Is peer tutoring an effective tutorial action pedagogical strategy to promote the integration of new college students? The objectives of this study are to know the theoretical foundations that support peer tutoring as a pedagogical strategy for effective tutorial action in the active transition processes of new students to Higher Education institutions and to explore the effects derived from participation in the Peer Tutoring Project (Degrees) in the degrees of the Faculty of Education of the University of Salamanca, Social Education, Teacher in Early Childhood Education, Teacher in Primary Education and Pedagogy, in the student-tutors and student-tutors during the courses 2008-2009 to 2018-2019. The questions of this research are answered through an empirical study with an ex post facto quantitative research design, a descriptive study and a trend whose attention to the dependent variables will allow us to verify or reject the hypotheses raised that are in relation with our goals. Based on the results, the value of the peer tutoring tutorial action strategy in Higher Education institutions is recognized as an effective tool to serve students who are in the process of active transition, the benefits of which are expanded to all the agents involved. in the tutorial relationship with improvements in performance rates, decrease in dropout rates and improvement of self-perception of generic competences of utmost importance for the academic success of university students. The application of this type of pedagogical strategies is positioned as a good educational practice of great utility for educational institutions.