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This paper analyzes the tutorial functions at the National University of Rosario from the students' answers in three different chairs. Theoretical aspects of the teachers' role are studied and the tutorials from a wider conceptual framework. Then the data collected through the questionnaires is analyzed statistically. Students attribute to teachers characteristics such as traditional academic knowledge or socio-emotional variables. The first characteristic is attributed more to higher ranking academics and the second to younger professors. [ABSTRACT FROM AUTHOR]