Perceptions and principles of personal tutoring

Grey, David; Osborne, Corrina Lailla

doi:10.1080/0309877x.2018.1536258

Cited by 37 publications

(35 citation statements)

References 30 publications

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“…One of these buffers could be the existence of academic tutoring, which, together with the presence of high EI levels, plays a critical role in personal self-regulation and effective stress management [30]. Regarding this first possibility, several investigations have pointed out the importance of academic tutoring to support and promote personal and professional growth oriented to success [31,32]. On the other hand, EI as the ability of individuals to know, explain, understand, and manage their own and other people's emotions has become a desirable skill to achieve as well as an effective measure of physical and psychosocial health [33,34].…”

Section: Emotional Intelligencementioning

confidence: 99%

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

García‐Martínez

Navío

Ferra

et al. 2021

Behavioral Sciences

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Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

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Section: Emotional Intelligencementioning

confidence: 99%

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

García‐Martínez

Navío

Ferra

et al. 2021

Behavioral Sciences

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“…Simultaneously, key transition roles and activities such as personal tutoring remain underdeveloped and under-researched (Walker, 2020, p.1) in the sector despite UK HE's being unique in operating personal tutoring (Grey and Osborne, 2020). The emerging situation is characterised by a lack of clarity over the role and concern over the developmental support required to assist staff in an activity perceived as an intersection between the academic and pastoral.…”

Section: Literature Reviewmentioning

confidence: 99%

‘I'll play the game, but I cannot stay’ : The role of third space professionals in encouraging the retention, success and sense of belonging of undergraduate students

Hughes

Cureton

Jones

2021

Compass

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In 2019, a diverse, post-92, Midlands university implemented a new, hybrid third space role called the ‘academic coach’ (AC) to support its mission towards to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success of all its students. Since a sense of belonging to their institution is such a powerful influence on students’ sense of wellbeing, their development of an academic identity and their resilience in the higher education context, with consequent positive impact upon their retention and success, this role is devoted to the pastoral care and personal tutoring of levels three and four students. This case study considers the journey of the AC in defining and shaping this new role and offers the ACs’ perceptions of their influence on the experience of students at levels three and four by enhancing collaborative and learning relationships within the wider university.

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“…'There is no single correct approach' to tutoring (Ridley, 2006, p. 132), something that can equally be said of teaching where standards are well established. Referring to the models and provision of personal tutoring in light of the diverse student body, the literature recommends flexibility (Gidman et al, 2000;Sosabowski et al, 2003;Grey and Osborne, 2018) and tailoring to needs, whether they be those of the institution, programme, or student (Atkinson, 2014;Battin, 2014;Grey and Osborne, 2018). If an ethos of 'freedom within a framework' is used, professional standards for tutoring can exhibit the same characteristics.…”

Section: The Challenges Facing Personal Tutoring and How Professionalmentioning

confidence: 99%

Professional Standards and Recognition for UK Personal Tutoring and Advising

Walker

2020

Front. Educ.

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The Higher Education and Research Act established both a regulatory framework and the Teaching Excellence Framework (TEF) with associated metrics for student retention, progression and employability in the United Kingdom. As a key site in meeting these requirements, the significance of personal tutoring is clear. Despite this, according to existing institutional research, there is a need for developmental support, greater clarification on the requisite competencies, and adequate recognition for those undertaking this challenging role. Moreover, arguably compounding these concerns is the lack of distinct professional standards for personal tutoring and advising against which to measure effective practice, only recently addressed by the publication of The UKAT Professional Framework for Advising and Tutoring. Through a review of the literature supported by findings from a survey of practitioners, this paper discusses the need for such standards, and the skills and competencies populating them. Additionally, the usefulness of pre-existing standards pertinent to tutoring work (such as the United Kingdom Professional Standards Framework for Teaching and Supporting Learning in HE) are evaluated and the value and recognition with which personal tutoring standards could be associated are advanced. The survey supported the need for specific standards-represented by the UKAT framework-as evident from the literature. Justifications provided for both this and the opposing view are examined. Clarity for both individual practitioners and institutions was stipulated along with meaningful recognition and reward for this work which is considered highly important and yet 'invisible.' The participants and literature reviewed identify relevant content along with illuminating the debate about the relationships between personal tutoring, teaching and professional advising roles. Valuable analysis of standards, recognition and reward also emerged. This is considered by discussing the connection between standards and changes to practice, responses to policy developments and the purpose of 'standards' in comparison to 'guidance.' The paper proposes that the recent introduction and use of a bespoke framework is a necessary response to alleviate some of the current tensions which beset personal tutoring and advising in higher education.

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Perceptions and principles of personal tutoring

Abstract: Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.

Cited by 37 publications

References 30 publications

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

‘I'll play the game, but I cannot stay’ : The role of third space professionals in encouraging the retention, success and sense of belonging of undergraduate students

Professional Standards and Recognition for UK Personal Tutoring and Advising

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