Continuing professional development for tutors: a look in the context of university-business partnerships

Abstract

This article presents an integrated view of the support and monitoring of faculty mentors without a pedagogical background as a natural and necessary process for their development, which constitutes an ongoing challenge in improving productive teaching practices. It reveals the logic behind the continuing education process for faculty mentors without a pedagogical background when considering the university-industry partnership, based on its systemic, coherent, and contextualized nature, as a methodological tool of social significance that facilitates the fulfillment of professional functions and efficient performance in these contexts. The objective is to propose a pedagogical strategy for preparing faculty mentors within the university-industry partnership during the continuing education process. To this end, theoretical methods (analysis-synthesis, historical-logical, and systemic-structural-functional) and empirical methods (document analysis, interviews, and observation) were implemented. The main result is a pedagogical strategy structured in three stages with its corresponding actions, as an alternative to achieve pedagogical, labor and social improvements in the efficient professional performance of tutor teachers without a pedagogical profile.