Abstract

CABRERA-MURCIA, E. Piedad. How is Peer Tutoring Conceptualized? The Voice of University Tutors. Educación [online]. 2020, vol.44, n.1, pp.110-127. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v44i1.33357.

This study addresses how peer tutoring is understood from the perspective of tutors for the Psychology and Commercial Engineering programs at the Alberto Hurtado University in Chile. A qualitative grounded theory methodology was used with an intended sample of 12 students from both majors who had been undergraduate tutors for at least one year and had received positive reviews by their peers. Data was gathered based on semi-structured interviews, development of open and axial coding and seeking relationship patters to better understand the meaning of peer tutoring and the necessary conditions for learning and strategies used to develop this process. A relational analysis highlights tutoring as an opportunity for reciprocal learning influenced by factors that facilitate or inhibit the possibility of collective learning, as well as action strategies to foster this type of learning. To conclude, peer tutoring is considered to be another method of learning that favors teaching and teaches learning. Keys Words: Learning, Peer Tutoring, Teaching, University. Fecha de recibido: 07-02-2019 Fecha de aceptado: 04/10/2019 Agradecimientos A las personas ayudantes que participaron de esta investigación, así como a las carreras de Psicología e Ingeniería Comercial de esta casa de estudios. Introducción

Keywords : Learning; Peer Tutoring; Teaching; University.

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