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Teacher education device: the case of peer tutoring

Authors

  • Carolina Clerici Instituto de Profesorado Sedes Sapientiae
  • Liliana Silvina Lucca Instituto de Profesorado Sedes Sapientiae
  • Rocío Eliana Naef Instituto de Profesorado Sedes Sapientiae

DOI:

https://doi.org/10.35305/rece.v2i16.680

Keywords:

Peer tutoring, Role of the tutor, Non-university teacher training, Device, Strategy

Abstract

This article presents findings of an ongoing research that sought to evaluate Peer Tutoring (PT) as a device and strategy for teacher training used in the subject Teaching Practice of English Teachers in a Tertiary Non-university Teacher Training Institute in Gualeguaychú, Argentina. An exploratory-descriptive study was developed through the inductive design of grounded theory. Interviews were conducted with the first year students participating in the PT. This article includes categories such as: encouragement to ask, balance between the personal and the academic, comparison between tutors and the tutor's own experience as a facilitating or hindering factor of the tutoring action. Participation in the PT, as an opportunity for peer-to-peer work, implies an active role for the tutor and the tutors in terms of the learning process, both in academic aspects and as regards their relationship to others and to the institution in which they study. The analysis of empirical information shows the value of PT as a device and strategy for teacher training. Further research needs to be carried out in order to know the voice of tutors, coordinators and teachers of first-year subjects.

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Author Biographies

Carolina Clerici, Instituto de Profesorado Sedes Sapientiae

Magister en Procesos Educativos mediados por Tecnologías por la Universidad Nacional de Córdoba. Licenciada en Educación por la Universidad Nacional de Quilmes. Profesora de Inglés y portugués. Profesora regular de Metodología de la Investigación en la Universidad Nacional de Entre Ríos. Profesora de Práctica Docente en el Instituto de Profesorado Sedes Sapientiae de Gualeguaychú, Entre Ríos.

Liliana Silvina Lucca , Instituto de Profesorado Sedes Sapientiae

Profesora de Enseñanza Superior en Filosofía y Pedagogía por Universidad de Concepción del Uruguay. Especialización en Formación de Formadores. Diplomatura en Didáctica Universitaria por la Universidad de Concepción del Uruguay.

Rocío Eliana Naef, Instituto de Profesorado Sedes Sapientiae

Licenciada en Lengua Inglesa. Profesora de Inglés. Profesora del curso de ingreso al Profesorado de Inglés en el Instituto de Profesorado Sedes Sapientiae de Gualeguaychú, Entre Ríos.

Published

2021-09-28

Versions

How to Cite

Clerici, C. ., Lucca , L. S., & Naef, R. E. . (2021). Teacher education device: the case of peer tutoring. Revista De La Escuela De Ciencias De La Educación, 2(16). https://doi.org/10.35305/rece.v2i16.680

Issue

Section

Artículos científico-académicos