THE IMPORTANCE OF ACADEMIC TUTOR TRAINING FOR UNIVERSITIES

Authors

DOI:

https://doi.org/10.56219/dialgica.v21i4.3308

Keywords:

Tutor training, personalized support, educational experience, academic success

Abstract

Academic tutor training is a crucial investment for universities, enabling them to provide personalized and effective support to students, enhance their educational experiences, and boost their academic success. Hence, the purpose of this article, written under a qualitative and interpretive approach, is to review the intrinsic value of tutoring in academic and research spaces. Ultimately, academic tutor training is essential for fostering an educational environment where all students can reach their full potential and achieve their academic goals. Therefore, it is paramount for universities to invest in academic tutor training as part of their commitment to educational excellence and student well-being. By empowering tutors with the necessary tools and skills, universities ensure they can play a significant role in students' academic success, providing them with the support and guidance needed to achieve their goals. In essence, academic tutor training is an investment that not only benefits individual students but also contributes to the strengthening of the entire university community.

Author Biography

Dinora Varico, Universidad Militar Bolivariana de Venezuela

Postdoctorado Salud Sexual y Reproductiva (UPEL, 2023). Doctorado en Ciencias de la Educación, Universidad Nacional Experimental Rómulo Gallegos, 2019. Curso Tutor Metodológico, Academia Militar Bolivariana, 2016. Diplomado Formación Pedagógica Militar, Universidad Militar Bolivariana de Venezuela, 2015. Maestría en Salud Pública, Universidad del Caribe, 2011. Licenciada en Enfermería. Universidad Central de Venezuela, 2002. Docente agregado de la Universidad Ciencia de la Salud. Docente Asociado IUTEPAL.

References

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Published

2024-12-16

How to Cite

Varico, D. . (2024). THE IMPORTANCE OF ACADEMIC TUTOR TRAINING FOR UNIVERSITIES. DIALOGICA, 21(4), 62–71. https://doi.org/10.56219/dialgica.v21i4.3308