Reflective Tutoring and International Presence of Graduate Students: Teacher Training Experiences

Abstract

Background: The criteria for assessing the impact of tutoring are descriptive and results-oriented to train graduate professionals and researchers. The voice of the actors is null and void to identify thoughtful practices that promote the presence of students in academic activities abroad.
 Objective: To search the international experiences of teachers that enhance the international presence of the students of the master’s degree in Nursing. 
 Methods: Qualitative research with descriptive design and oriented in tutor experiences to empower students to participate in international academic events. The study population was intentional according to their international track record, experience in tutoring and availability and five tutors from the Master of Nursing Program participated. An interview was conducted via virtual, during pandemic confinement, lasting an hour and a half on average. Interviews were transcribed and analysis categories identified using AtlasTi.
 Results: Tutoring experiences were systematized into five categories: tutoring perception, tutoring conditions, tutoring objective, relevant tutoring experiences, contribution to master's internationalization.
 Discussion: Tutoring is a role of great complexity that does not stick to the elaboration of the thesis, it implies dissemination of academic work in international contexts, knowledge of students to plan the accompaniment, establishment of academic networks as results of the program's mobility actions.
 Conclusions: Postgraduate tutoring involves assessing the significance of research and its scopes that are delimited by the characteristics of the students, the international experiences of teachers, but also of institutional support to support mobility and the linkage promoted by teachers.