Implications in the development of remote tutoring in basic and secondary education

Abstract

Due to the Covid-19 pandemic, it was necessary to adjust the teaching and learning process: change the epistemic model, study context, strategies, role, functions and the way of evaluation of the teacher-tutors, in basic and secondary education in this case. Objective: Describe the implications in the development of remote tutoring in basic and secondary education facilitated by technological platforms. Methods: Inductive, deductive, descriptive and analytical, through an exploratory, transectional approach and quantitative analysis. Results: indicate an indepth review of some indicators, related to the role, functions, and competencies, that the teacher-tutors must handle considering that they are students of basic primary and secondary education who need continuous accompaniment throughout the process. Conclusions: The technological and connection conditions, the development of training, institutional support and electronic devices for teachers-tutors should be generated, and the educational budget should be increased.