Evolution in the Training of Tutors at the Centro de Español of Universidad de los Andes

Abstract

Writing centers are recognized for their pedagogical practices. Much of their success is due to the fact that those who tutor are peers who are more advanced in their processes, which has been shown to generate many advantages in learning (Bruffee, 1984; Harris, 1995); and to the pedagogical approach centered on notions such as the Zone of Proximal Development (Vygotsky, 1964), scaffolding (Bruner, 1975) and personalized learning. In order for each student to develop what he/she needs in his/her process, we require peers who not only have knowledge in the correct use of Spanish, but also know how to teach and generate a safe space for learning. For this reason, it is necessary to train them in basic pedagogical practices and formative evaluation exercises. The Spanish Center of the Universidad de los Andes has modified and diversified the training exercises based on evidence on the practice that is collected from semester to semester. The intention of this research is to demonstrate the modifications in training and the implications that these changes have on the practice of various pedagogical exercises carried out by tutors. The training challenges explored in this document and the alternatives proposed to overcome them allow us to establish dialogues with other writing centers and contribute to the consolidation of an academic community that reflects on the importance of tutor training in these programs.