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.
