Modelo tutorial implícito en el Practicum: una aproximación desde la óptica de los tutores.

The Practicum is defined by the degree of reflection between theory and practice. During this time, future professionals will find the difficulty, and the importance of knowing theory and practice, checking whether they have learned to move from the theoretical to the practical. The action performed by the tutor during this period of time is key because, in addition to checking this transformation, shows a reflective learning opportunity (Cid, Dominguez and Raposo, 1998; Martinez Figueira, 2007; Gutierrez 98 et.al., 2009, Martinez and Raposo, 2011). Thus, the tutoring that is done during the Practicum goes beyond that complete a specific task or a program. The purpose of this paper is to explore and understand the beginnings of performance in the role of tutor, the mentoring model implied that develops, and particularly the responsibilities taken on their performance. The information has been obtained following the two-phase model of Creswell (1994) cut qualitative and quantitative, with a sequential data triangulation (Morse, 1991), using semi-structured interviews and online questionnaire, these have been the data collection techniques. The information shows essentially that the tutor makes a reality about the future professional and acting with a model based on "laissez-faire." Their main responsibility is based on to promote learning situations that favor the development of students in practical training. [ABSTRACT FROM AUTHOR]