Incorporation of Tutoring Elements in Regular Classes. Strengths and Opportunities

Abstract

This article reports the results of the introduction of two constitutive elements of the tutorial methodology in regular classes at Angol School (Chile), in order to verify the impact that these have on learning. These components, which are part of a school innovation project established in the school as of 2017, correspond to learning challenges and metacognition through questions. The experience sought to confirm the hypothesis that both elements would allow students to be more aware of their learning process and deepen the mastery of skills specific to each subject. After an implementation period of three months, it was possible to conclude that the introduction of these work modalities strengthened the autonomy of the students and, in addition, improved the responsibility they had regarding their school performance. The absence of shared meanings on the part of the teachers regarding the concept of metacognition was also evidenced, despite the fact that it was present in certain cognitive processes carried out by the students.