Teacher education device: the case of peer tutoring

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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-...

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Autores principales: Clerici, Carolina, Lucca , Liliana Silvina, Naef, Rocío Eliana
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021
Materias:
Tutoría entre pares
Rol del tutor
Formación docente
Dispositivo
Estrategia
Peer tutoring
Role of the tutor
Non-university teacher training
Device
Strategy
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/680
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-680
record_format ojs
spelling I15-R208-article-6802025-02-25T19:18:06Z Teacher education device: the case of peer tutoring Dispositivos de formación docente: el caso de la tutoría entre pares Clerici, Carolina Lucca , Liliana Silvina Naef, Rocío Eliana Tutoría entre pares Rol del tutor Formación docente Dispositivo Estrategia Peer tutoring Role of the tutor Non-university teacher training Device Strategy 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. Este artículo expone avances de una investigación en curso que buscó evaluar la Tutoría Entre Pares (TEP) como dispositivo y estrategia de formación docente utilizados en la unidad curricular Práctica Docente del Profesorado de Inglés de un Instituto de Formación Docente terciario no universitario de Gualeguaychú, Argentina. Se desarrolló un estudio exploratorio-descriptivo desde una lógica inductiva de generación conceptual, mediante el diseño de teoría fundamentada. Se realizaron entrevistas a los estudiantes de primer año participantes de la TEP. En este artículo se incluyen categorías como: animarse a preguntar, equilibrio entre lo personal y lo académico, comparación entre tutores y experiencia del propio tutor como factor facilitador u obstaculizador de la acción tutorial. La participación en la TEP, como oportunidad de trabajo entre pares, implica un rol activo para el tutor y el tutorado en cuanto al proceso de aprendizaje, en aspectos académicos y, además, en cuestiones vinculares, de relación con otros y con la institución en la que estudian. El análisis de la información empírica da cuenta del valor de la TEP como dispositivo y estrategia de formación docente. Resta un camino por recorrer para conocer la voz de tutores, coordinadores y docentes de asignaturas de primer año. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/680 10.35305/rece.v2i16.680 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 16 (2021) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/680/577 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/680/578 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Tutoría entre pares
Rol del tutor
Formación docente
Dispositivo
Estrategia
Peer tutoring
Role of the tutor
Non-university teacher training
Device
Strategy
spellingShingle Tutoría entre pares
Rol del tutor
Formación docente
Dispositivo
Estrategia
Peer tutoring
Role of the tutor
Non-university teacher training
Device
Strategy
Clerici, Carolina
Lucca , Liliana Silvina
Naef, Rocío Eliana
Teacher education device: the case of peer tutoring
topic_facet Tutoría entre pares
Rol del tutor
Formación docente
Dispositivo
Estrategia
Peer tutoring
Role of the tutor
Non-university teacher training
Device
Strategy
author Clerici, Carolina
Lucca , Liliana Silvina
Naef, Rocío Eliana
author_facet Clerici, Carolina
Lucca , Liliana Silvina
Naef, Rocío Eliana
author_sort Clerici, Carolina
title Teacher education device: the case of peer tutoring
title_short Teacher education device: the case of peer tutoring
title_full Teacher education device: the case of peer tutoring
title_fullStr Teacher education device: the case of peer tutoring
title_full_unstemmed Teacher education device: the case of peer tutoring
title_sort teacher education device: the case of peer tutoring
description 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.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2021
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/680
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AT naefrocioeliana teachereducationdevicethecaseofpeertutoring
AT clericicarolina dispositivosdeformaciondocenteelcasodelatutoriaentrepares
AT luccalilianasilvina dispositivosdeformaciondocenteelcasodelatutoriaentrepares
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first_indexed 2023-05-11T18:48:23Z
last_indexed 2025-02-27T05:06:31Z
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