Peer Tutoring Implementation Variables: Description and Analysis
Peer tutoring (PT), as a pedagogical technique, is a form of collaborative learning that consists in a student (tutor) teaching a certain knowledge to a peer (tutee). Widely studied within the literature, it has been implemented in different contexts and educational levels. However, little is known...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía
2019-11-01
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| Series: | Revista de Psicología |
| Subjects: | |
| Online Access: | https://erevistas.uca.edu.ar/index.php/RPSI/article/view/2648 |
| _version_ | 1797862541790019584 |
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| author | Camila S. Hernández Mariana Cecilia Facciola |
| author_facet | Camila S. Hernández Mariana Cecilia Facciola |
| author_sort | Camila S. Hernández |
| collection | DOAJ |
| description | Peer tutoring (PT), as a pedagogical technique, is a form of collaborative learning that consists in a student (tutor) teaching a certain knowledge to a peer (tutee). Widely studied within the literature, it has been implemented in different contexts and educational levels. However, little is known about the multiple application methods of PT, which vary according to each educational situation. Therefore, using a documentary method, a meticulous description of the PT implementation variables and their numerous variants is presented, using the classification presented by Topping (2015) and Leung (2015) as a guide. In addition, new variables previously not considered are proposed. For this purpose, 26 empirical studies of PT were thoroughly selected and analyzed. All the articles were focused exclusively on developing academic skills, reading, writing and mathematics, and took place in different educational levels, primary, secondary and higher education. Furthermore, a first approach to the analysis of the most predominant PT implementation variables in each educational level and academic ability is presented. The article concludes with its scopes and limitations, proposing new research horizons. |
| first_indexed | 2024-04-09T22:21:03Z |
| format | Article |
| id | doaj.art-d0c685ff328f48a4b34f0a4ed900641d |
| institution | Directory Open Access Journal |
| issn | 1669-2438 2469-2050 |
| language | English |
| last_indexed | 2024-04-09T22:21:03Z |
| publishDate | 2019-11-01 |
| publisher | Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía |
| record_format | Article |
| series | Revista de Psicología |
| spelling | doaj.art-d0c685ff328f48a4b34f0a4ed900641d2023-03-22T15:47:08ZengPontificia Universidad Católica Argentina. Facultad de Psicología y PsicopedagogíaRevista de Psicología1669-24382469-20502019-11-01153042602429Peer Tutoring Implementation Variables: Description and AnalysisCamila S. Hernández0Mariana Cecilia Facciola1Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones de Psicología y Psicopedagogía.Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Departamento de Psicopedagogía.Peer tutoring (PT), as a pedagogical technique, is a form of collaborative learning that consists in a student (tutor) teaching a certain knowledge to a peer (tutee). Widely studied within the literature, it has been implemented in different contexts and educational levels. However, little is known about the multiple application methods of PT, which vary according to each educational situation. Therefore, using a documentary method, a meticulous description of the PT implementation variables and their numerous variants is presented, using the classification presented by Topping (2015) and Leung (2015) as a guide. In addition, new variables previously not considered are proposed. For this purpose, 26 empirical studies of PT were thoroughly selected and analyzed. All the articles were focused exclusively on developing academic skills, reading, writing and mathematics, and took place in different educational levels, primary, secondary and higher education. Furthermore, a first approach to the analysis of the most predominant PT implementation variables in each educational level and academic ability is presented. The article concludes with its scopes and limitations, proposing new research horizons.https://erevistas.uca.edu.ar/index.php/RPSI/article/view/2648tutoría entre paresenseñanza mutuatécnica de enseñanzaplanificación educativa |
| spellingShingle | Camila S. Hernández Mariana Cecilia Facciola Peer Tutoring Implementation Variables: Description and Analysis Revista de Psicología tutoría entre pares enseñanza mutua técnica de enseñanza planificación educativa |
| title | Peer Tutoring Implementation Variables: Description and Analysis |
| title_full | Peer Tutoring Implementation Variables: Description and Analysis |
| title_fullStr | Peer Tutoring Implementation Variables: Description and Analysis |
| title_full_unstemmed | Peer Tutoring Implementation Variables: Description and Analysis |
| title_short | Peer Tutoring Implementation Variables: Description and Analysis |
| title_sort | peer tutoring implementation variables description and analysis |
| topic | tutoría entre pares enseñanza mutua técnica de enseñanza planificación educativa |
| url | https://erevistas.uca.edu.ar/index.php/RPSI/article/view/2648 |
| work_keys_str_mv | AT camilashernandez peertutoringimplementationvariablesdescriptionandanalysis AT marianaceciliafacciola peertutoringimplementationvariablesdescriptionandanalysis |