A Case Study of Peer Tutoring Implementation at University: Investigating the Students' Difficulties That Were Faced with the Method and the Tutors' Difficulties in Applying It

Autor/inn/en	Moumoulidou, Maria; Karadimitriou, Kostas; Pliogou, Vassiliki
Titel	A Case Study of Peer Tutoring Implementation at University: Investigating the Students' Difficulties That Were Faced with the Method and the Tutors' Difficulties in Applying It
Quelle	In: International Journal of Psychology and Educational Studies, 7 (2020) 4, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Peer Teaching; Tutoring; Tutors; Program Implementation; Student Problems; Barriers; Learning Problems; Graduate Students; Undergraduate Students; Teacher Education; Early Childhood Education; Internship Programs; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Studienproblem; Lernproblem; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerausbildung; Lehrerbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Berufspraktische Ausbildung; Ausland; Griechenland
Abstract	Peer tutoring has been implemented for two academic years (2017-18 and 2018-19) to a course and the internship of a postgraduate program of the Department of Education Sciences in Early Childhood of the Democritus University of Thrace. Until now fourteen students (eight students and six tutors) have been involved to the method. The purpose of this qualitative study is to research the students' difficulties that were faced with the peer tutoring method and the difficulties of the tutors in applying it, as well as the ways in which they were dealt with. Therefore, this research helps to highlight the importance of this method for the academic development of undergraduate and postgraduate students of the particular University Department and helps to collect data that could support the further development of the method itself in the Department. [Paper presented at the ERPA International Congresses on Education (April 10-12, 2020).] (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01