A Different Approach to Tutorial Sessions at University Level: A Case Study

Abstract

Why are tutorial sessions considered less important than concepts and procedures by university teachers? The students come to our institutions with expectations in this field, especially after their experience in Primary and Secondary Schools. The position taken by university professors will influence the roles played by both themselves and students and, of course, on the development of the curriculum. Our research in a pre-service teacher-training programme informs us that there is a different way to approach tutorial sessions based on learner autonomy and reflection and the process of teaching and learning. During this experience, we verified the importance of this “different” relationship.