TUTORÍA ENTRE PARES DOCENTES EN EDUCACIÓN SUPERIOR: UN ENFOQUE INTEGRADO PARA EL APRENDIZAJE COLABORATIVO
DOI:
https://doi.org/10.18623/rvd.v23.6092Palabras clave:
Peer Tutoring, Higher Education, Professional Learning Communities, Reflective Practice, Self-Study (S-STEP)Resumen
Este estudio analiza la tutoría entre pares docentes universitarios como un dispositivo formativo orientado al fortalecimiento del desarrollo profesional docente y a la mejora del proceso de enseñanza en la educación superior. El objetivo fue analizar cómo la interacción sistemática entre colegas de manera simétrica, integrada al enfoque de Self-Study (S-STEP), favorece la reflexión crítica, la innovación pedagógica y la consolidación de comunidades profesionales de aprendizaje.
Se implementó un estudio de caso intrínseco con enfoque cualitativo-interpretativo. Seis docentes universitarios participaron en sesiones periódicas de tutoría acompañadas por un par crítico durante un semestre académico. Los datos—compuestos por registros audiovisuales, notas de campo, materiales pedagógicos y otras evidencias de práctica docente—fueron sometidos a análisis temático.
Los resultados revelan que la tutoría entre pares docentes promueve procesos de reflexividad profunda, propicia la construcción colectiva de conocimiento, impulsa la resignificación de la identidad profesional y facilita la incorporación de prácticas pedagógicas innovadoras. Las y los docentes destacaron además el papel central de la escritura reflexiva y del apoyo emocional y profesional entre colegas en la transformación de su práctica.
Se concluye que la institucionalización de la tutoría entre pares docentes constituye un mecanismo efectivo para robustecer la formación docente en educación superior y mejorar la calidad del aprendizaje estudiantil, reconociéndose como desafíos persistentes la sobrecarga laboral y la falta de tiempo para la reflexión sostenida.
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