Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks

Autor/inn/en	Hsiao, Ya Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B.
Titel	Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks
Quelle	In: Educational Studies, 41 (2015) 5, S.499-512 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2015.1062079
Schlagwörter	Foreign Countries; Tutor Training; Peer Teaching; Pedagogical Content Knowledge; Skill Development; Feedback (Response); Difficulty Level; Task Analysis; Instructional Effectiveness; Secondary School Students; Likert Scales; Prior Learning; Multiple Choice Tests; Statistical Analysis; Research Methodology; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Peer group teaching; Peer Group Teaching; Pädagogische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Schwierigkeitsgrad; Aufgabenanalyse; Unterrichtserfolg; Sekundarschüler; Likert-Skala; Vorkenntnisse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse; Research method; Forschungsmethode; Niederlande
Abstract	This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor--tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments. Twenty-two tutors received training in content knowledge and the other twenty-five tutors in tutoring skills. Tutors formulated written feedback immediately after the training. Tutees first interpreted the tutor feedback and then used it to revise their research questions. The results showed that tutors trained in tutoring skills formulated more effective feedback than tutors trained in content knowledge. In addition, tutees helped by tutoring-skills tutors found the feedback more motivating than those helped by content-knowledge tutors. However, no differences were found in tutee performance on revision. The findings are discussed in terms of the set-up of this study and implications for improving the effectiveness of peer tutoring. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01