Literaturnachweis - Detailanzeige
| Autor/inn/en | Abbot, Sophia; Graf, Anne Jumonville; Chatfield, Beverly |
|---|---|
| Titel | Listening to Undergraduate Peer Tutors: Roles, Relationships, and Challenges |
| Quelle | In: International Journal of Teaching and Learning in Higher Education, 30 (2018) 2, S.245-261 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1812-9129 |
| Schlagwörter | Peer Teaching; Tutoring; Undergraduate Students; Case Studies; First Year Seminars; Mixed Methods Research; Teacher Student Relationship; Listening; Undergraduate Study; Student Role; Surveys; Texas (San Antonio) |
| Abstract | Peer tutoring in undergraduate education can provide many benefits to students and instructors. However, the roles and responsibilities of peer tutors can be complex and varied, even within a single program. In particular, navigating between students and faculty can challenge peer tutors' sense of purpose and role clarity. In order to bring the voices of peer tutors themselves into the scholarly conversation about peer tutoring in higher education, this article provides a case study of a peer tutoring program at a small, private, primarily undergraduate institution. We find that professor-student relationships, role clarity and expectations, and tutor positionality are significant themes in peer tutors' understanding of, and satisfaction with, their tutoring experiences. (As Provided). |
| Anmerkungen | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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