Tutoring in Research Teachers’ Training

Abstract

This paper gathers the author’s experience as a research tutor for the Master of Education at La Salle University. It ponders the characteristics and challenges of this practice, which is a key element in our research teachers’ training process. The article has three parts: the first is dedicated to reviewing the meanings and purposes of the tutoring process. The second part points out certain characteristics of this process. The third one makes reference to what tutoring has meant for the development of research in the educational evaluation field and the actions to take during this process.