Pixel International Conferences

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