Published

2020-07-01

Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers

¿Cómo asegurar la calidad de un programa piloto de tutorías en lengua extranjera para futuros profesores?

DOI:

https://doi.org/10.15446/profile.v22n2.81894

Keywords:

academic tutoring, foreign language learning, quality evaluation, tutor role (en)
aprendizaje de lenguas extranjeras, evaluación de calidad, papel del tutor, tutorías académicas (es)

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This article reports on an exploratory, mixed methods study aimed at identifying the methodological and epistemological criteria necessary to ensure the quality and a self-revision process of a pilot tutoring program offered to students enrolled in the BEd in philology and languages (English and French programs) at Universidad Nacional de Colombia, Bogota. Ten students of the French and English Philology programs and six tutors voluntarily participated in the research. The data were collected through document reviews, focus group discussions, and questionnaires completed by the tutors and tutees. The study revealed that a comprehensive, personalized tutoring plan was needed. Likewise, self-efficacy development, human capital, as well as technological and physical resources must be considered in order to determine the weaknesses, strengths, opportunities, and overall impact of the program.

Este artículo describe un estudio exploratorio mixto que buscó determinar los criterios metodológicos y epistemológicos necesarios para asegurar la calidad y los procesos de autoevaluación de un programa piloto de tutorías ofrecido a los estudiantes de la licenciatura en filología e idiomas (programas de inglés y francés) de la Universidad Nacional de Colombia, Bogotá. Seis tutores y diez estudiantes de estos programas participaron en el estudio. Los datos se obtuvieron de la revisión documental, entrevistas con grupos focales y cuestionarios a tutores y estudiantes. Se encontró que, para determinar las debilidades, fortalezas, oportunidades y el impacto general del programa, hay que considerar un plan de tutorías personalizado e integral, el capital humano, el desarrollo de la autonomía y los recursos físicos y tecnológicos.

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How to Cite

APA

Velandia, D. A. (2020). Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers. Profile: Issues in Teachers’ Professional Development, 22(2), 13–32. https://doi.org/10.15446/profile.v22n2.81894

ACM

[1]
Velandia, D.A. 2020. Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers. Profile: Issues in Teachers’ Professional Development. 22, 2 (Jul. 2020), 13–32. DOI:https://doi.org/10.15446/profile.v22n2.81894.

ACS

(1)
Velandia, D. A. Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers. Profile: Issues Teach. Prof. Dev. 2020, 22, 13-32.

ABNT

VELANDIA, D. A. Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 22, n. 2, p. 13–32, 2020. DOI: 10.15446/profile.v22n2.81894. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/81894. Acesso em: 18 mar. 2026.

Chicago

Velandia, Deissy Angélica. 2020. “Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers”. Profile: Issues in Teachers’ Professional Development 22 (2):13-32. https://doi.org/10.15446/profile.v22n2.81894.

Harvard

Velandia, D. A. (2020) “Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers”, Profile: Issues in Teachers’ Professional Development, 22(2), pp. 13–32. doi: 10.15446/profile.v22n2.81894.

IEEE

[1]
D. A. Velandia, “Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers”, Profile: Issues Teach. Prof. Dev., vol. 22, no. 2, pp. 13–32, Jul. 2020.

MLA

Velandia, D. A. “Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers”. Profile: Issues in Teachers’ Professional Development, vol. 22, no. 2, July 2020, pp. 13-32, doi:10.15446/profile.v22n2.81894.

Turabian

Velandia, Deissy Angélica. “Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers”. Profile: Issues in Teachers’ Professional Development 22, no. 2 (July 1, 2020): 13–32. Accessed March 18, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/81894.

Vancouver

1.
Velandia DA. Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers. Profile: Issues Teach. Prof. Dev. [Internet]. 2020 Jul. 1 [cited 2026 Mar. 18];22(2):13-32. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/81894

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