Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive Orientation to Self-regulated Learning

Abstract

With a specific focus on tutoring among future teachers this article proposes a model of self-regulated learning. The focus on different mechanisms inherent to the tutoring relationship will consider Affective impacts or motivation, Reflexive or metacognitive and Cognitive resolutions. The ARC combination proposes that personal skills will be gained and beneficial transfers into the class will be possible. This approach with a model considers explicit learning as a part of tutoring relationship successes. A prospective study on a short scale provides a few indicators in this direction and will be followed by a mentoring study. As private companies also present services in the shadow of the official educational system some recommendations will illustrate the tutoring original pedagogical relation with specific limits and the potential for new understanding.

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

“…On the other hand, the contact and relationship with the university tutors and with the guiding teachers of the respective schools was not what was required in the circumstances of the pandemic, since when the teachers in training needed support, guidance or even just being listened to and given feedback, the conditions were not in place for that. The foregoing is contradictory to Chaliès et al (2008) Nash, (2010, Remy (2015), Medina and Bohórquez (2020) and Qadhi et al (2020), by highlighting the relevance of the task of the tutors and guides of educational establishments when developing the mentoring work, in the understanding that students in practicum, and new teachers especially, require systematic support during their insertion in the school system.…”