Cross-Age Tutoring: How to Promote Tutees' Active Knowledge-Building

Autor/inn/en	Hänze, Martin; Müller, Marion; Berger, Roland
Titel	Cross-Age Tutoring: How to Promote Tutees' Active Knowledge-Building
Quelle	In: Educational Psychology, 38 (2018) 7, S.915-926 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hänze, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1444734
Schlagwörter	Cross Age Teaching; Secondary School Students; Grade 8; Elementary School Students; Grade 3; Tutoring; Equipment; Electronics; Tutor Training; Teaching Methods; Tutors; Teacher Behavior; Student Behavior; Personal Autonomy; Student Motivation; Competence; Active Learning; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 03; 3. Schuljahr; Schuljahr 03; Förderkonzept; Nachhilfeunterricht; Elektronik; Teaching method; Lehrmethode; Unterrichtsmethode; Förderlehrer; Lehrender; Tutor; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Individuelle Autonomie; Schulische Motivation; Kompetenz; Aktives Lernen; Ausland; Deutschland
Abstract	Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to the more experienced tutors. This study focused on improving the outcomes of cross-age tutoring for tutees by providing tutors with a tutor training session that emphasised knowledge-building instead of knowledge-telling. The tutors learned to encourage tutees' autonomy, competence and active knowledge construction. In a quasi-experimental design, an experimental group of 74 tutors, who were 8th-grade secondary school students, received the tutor training in knowledge-building, and a control group of 82 tutors received no training. The students in both groups subsequently tutored 583 3rd-grade primary school students in small groups on elementary aspects of electric circuits. The tutoring process was videotaped and coded. Trained tutors showed more knowledge-building and less knowledge-telling behaviour. In the tutoring interaction with trained tutors, tutees showed more active behaviour and tutors showed more restrained behaviour. Tutees coached by trained tutors reported more experiences of autonomy, competence, and intrinsic motivation and learned more than tutees instructed by untrained tutors. The study showed that cross-age tutoring can be improved by providing tutors with training that focused on knowledge-building. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01