The Future of Education
TUTORING: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive, orientation to Self-Regulated-Learning
Philippe Remy, Haute Ecole Paul-Henri SPAAK (Belgium)
Abstract
TUTORING Between Future Teachers: Affective, Reflexive and Cognitive Resolutions a Model to Self-Regulated-Learning
With a specific look on tutoring among future teachers this paper proposes a model oriented to self-regulated learning. The focus on different mechanisms inherent to the tutoring relations will consider Affective impacts, Reflexive and Cognitive resolutions. ARC combination postulates that personal skills will gain and beneficial transfers into the group class will be possible. This approach with significant model considers explicit learning as a part of tutoring relation successes. A prospective study on a short scale provides a few indicators in this direction. 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 potential new understanding.
Philippe REMY
Haute Ecole Paul-Henri SPAAK – Teacher Training Department
Brussels – BELGIUM
