The article partially presents the results of the research carried regarding the “Tutoring characterization in the English, Spanish and French programs at the Universidad de la Salle”. The research had a descriptive cut while keeping a qualitative and analytical focus. The idea behind this reasoning is the ability this gives to recount in an organized and systemized manner the processes present during English and French tutoring. The object of the research was to approach the tutoring being carried out at the institution and determine the way it is being carried out; it was also looking to deepen the understanding of the importance given to tutoring by the academic community. The research showed that both program directors as well as the tutors recognize the sense it makes of including tutoring as part of the professors’ job. Likewise this research showed that even though students recognize the importance of the tutoring sessions, as a fundamental factor to complement their classes, often they see the sessions as a lifesaver, meant to rescue them. Commonly used to check and correct homework, prepare a presentation etc, making the space given to tutoring sessions simply a space to “put down fires”.

This article is the final report of a research carried out from 2005 to 2006 with tutor teachers of the pedagogical practice in the B.A. in Spanish, English and French Teaching. This research was developed from a qualitative approach framed in the education research-action as a theoretical and practical proposal to transform the pedagogical practice. The problem to be studied was to determine the theoretical and practical effects and transformations derived from the incorporation of education research action to the practice development in the process of teachers’ education in the Department of Modern Languages at Universidad de La Salle. In this regard, the methodological procedure, proposed from the three stages: planning, action and reflection, was developed in three academic semesters, considering the length of the pedagogical practice in the current curricular structure in the B.A. in Spanish, English and French Teaching. Data collection includes systematization of experiences, diaries, class planners, semi-structures interviews and participating observations. This research highlighted the importance of research-action in education of tutors and of students. On the other hand, it shows the transformations in the process of practice related to reconception and purpose, the practice scenery, methodology and the role of the tutor.