Fortalecimiento de competencias tutoriales en formación docente inicial: implementación del programa “SEHASA”
DOI:
https://doi.org/10.48082/espacios-a26v47n01i17Keywords:
Teacher training, higher education, professional competence, emotional development, mentoringAbstract
The study analysed changes in the tutorial competencies of early childhood education teachers in training after the implementation of the SEHASA program. A quantitative approach with a pre-experimental design was employed, and a sample of 42 participants was evaluated using a validated questionnaire. Significant differences were observed between the pretest and posttest in planning, management, monitoring, communication, and evaluation. The findings show an improvement trend and provide preliminary evidence of the program’s relevance as a humanistic educational proposal.
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