Tutorship conception by Geography and Earth Sciences teachers trainees

Abstract

The purpose of this investigation was t reveal he conceptions of the students that study teaching studies in Geography and Sciences of the Earth in the University of that Andes-Táchira, Venezuela, the Tutorship as complementary activity to the classroom educational work. The study was of qualitative, descriptive and documental nature. It was supported with the application of an open questions questionnaire to one hundred forty eight students, regular students of the fourth year of the career, in the 2003-2004school term. Data analysis is presented in categories where the need to renovate the university teaching performance in this area is highlighted, being the implementation of the tutorship as an additional work that improves the knowledge conveying, for a more formative university teaching, in a social atmosphere of more talkative integration, dialogical, horizontal, collaborative and human with their students.