THE ROLE OF THE TEACHER ADVISOR IN INITIAL TEACHER TRAINING FOR A BACHELOR'S DEGREE IN MATHEMATICS AND A BACHELOR'S DEGREE IN SPANISH LANGUAGE

Abstract

In this regard, Pinzón points out that the role of the advisor can be divided into stages: 1. Preparatory: in which the guidance teacher instructs the student in the sources and procedures of scientific methods, contemplates the mental direction of the future specialist. 2. Assistance: in which it persuades and helps, because it is assimilated to teacher training, it is forbidden to the researcher. 3. Orientation: in which the teacher raises personal opinions based on knowledge, offers information and helps to verify it. 4. Direction: in which the teacher prospects a mental panorama with ideas for diachronic work and takes the student step by step in the different topics of the work, it is the highest category in the educational field. 5. Motivation: the topic is less decisive here than the student's commitment to his tutor, as well as to training.

In both the undergraduate programs of the bachelor's degree in mathematics and the bachelor's degree in Spanish language of the Universidad del Atlántico, students must present a degree project in which they acquire competencies of construction and knowledge. However, the advice and instruction in the realization of these projects is due, in most cases, to a particular teacher called the advisor of the degree project. This advice includes epistemological, methodological and pedagogical guidance and training of the student until the construction or production of new knowledge. As Pinzón mentions, working directly with the counseling teacher allows new points of view to be offered, helps to control confusion and maximizes the development of the conceptual framework. The study of the role of the advisor at the Universidad del Atlántico, as a common denominator with other studies carried out in the national context, reveals the complexity of the role and the challenges faced by the advisor during the advisory process.