Tutors visualized through metaphorical narratives: a role unquestioned?

Abstract

Do tutors in higher education have a clear vision of their role? Using qualitative methodology, this case study interprets and analyses the metaphorical narratives constructed by a group of 50 tutors referring to their own role. The results show a predominance of the most classical perspectives from which the tutoring role can be considered, in which the participants perceive themselves as the means whereby they can guide, inform and give emotional support to the students from an individual and transactional position. However, these perspectives are far removed from the idea that this function is carried out from a paradigm that is social and/or shared with other agents, based on a horizontal relationship and for the purpose of encouraging individual autonomy and a capacity for self-regulation. The unquestioning acceptance of a complex role invites us to reflect on the tutors’ professional learning, which leads us to new questions.