Tutors visualized through metaphorical narratives: a role unquestioned?

Article Properties
  • Language
    English
  • DOI (url)
    10.1080/13611267.2023.2263392
  • Publication Date
    2023/09/27
  • Journal
    Mentoring & Tutoring: Partnership in Learning
  • Indian UGC (journal)
  • Refrences
    119
  • María J. Hernández-Amorós General and Specific Didactics Department, University of Alicante, Faculty of Education, San Vicente del Raspeig (Alicante), Spain
  • María A. Martínez Ruiz General and Specific Didactics Department, University of Alicante, Faculty of Education, San Vicente del Raspeig (Alicante), Spain
  • LLuisa Aitana Sauleda General and Specific Didactics Department, University of Alicante, Faculty of Education, San Vicente del Raspeig (Alicante), Spain
Cite
Hernández-Amorós, María J., et al. “Tutors Visualized through Metaphorical Narratives: A Role Unquestioned?”. Mentoring &Amp; Tutoring: Partnership in Learning, vol. 31, no. 5, 2023, pp. 635-63, https://doi.org/10.1080/13611267.2023.2263392.
Hernández-Amorós, M. J., Martínez Ruiz, M. A., & Sauleda, L. A. (2023). Tutors visualized through metaphorical narratives: a role unquestioned?. Mentoring &Amp; Tutoring: Partnership in Learning, 31(5), 635-663. https://doi.org/10.1080/13611267.2023.2263392
Hernández-Amorós MJ, Martínez Ruiz MA, Sauleda LA. Tutors visualized through metaphorical narratives: a role unquestioned?. Mentoring & Tutoring: Partnership in Learning. 2023;31(5):635-63.
Journal Category
Education
Theory and practice of education
Refrences
Title Journal Journal Categories Citations Publication Date
Self-regulated learning of mentees and mentors in an education doctorate peer mentoring program 2019
A defining moment in personal tutoring: Reflections on personal tutoring definitions and their implications 2018
Building relationships: A personal tutoring framework to enhance student transition and attainment 2017
La tutoría universitaria como relación de ayuda 2016
Mentoring undergraduate research: Student and faculty participation in communities of practice 2016