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<p>This study highlights the transformative impact of pedagogical training on peer tutors, showing a notable reduction in controlling teaching styles among trained tutors compared to those without such training. Using a mixed-methods approach, researchers demonstrated profound improvements in tutors’ teaching skills and tutees’ satisfaction and academic confidence. It reveals that peer tutors refine their instructional methods and develop distinct teaching personas, clearer communication, and enhanced engagement strategies, resulting in higher tutee satisfaction. The data underscores the importance of constructing a BOPPPS framework and fostering active interaction between tutors and tutees to create an immersive learning environment that supports both academic progress and personal growth. Additionally, semi-structured interviews highlighted tutees’ varied responses to different tutoring sessions, showing a preference for sessions using scaffolding strategies, a technique tutors acquired through pedagogical training.</p>

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Peer tutoring in higher education: power from pedagogical training

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月27日

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  • Pengyu Lin,
  • Qingqing Zhou,
  • Jingyu Ma,
  • Xiangxin Wang,
  • Jiang Wu

摘要

This study highlights the transformative impact of pedagogical training on peer tutors, showing a notable reduction in controlling teaching styles among trained tutors compared to those without such training. Using a mixed-methods approach, researchers demonstrated profound improvements in tutors’ teaching skills and tutees’ satisfaction and academic confidence. It reveals that peer tutors refine their instructional methods and develop distinct teaching personas, clearer communication, and enhanced engagement strategies, resulting in higher tutee satisfaction. The data underscores the importance of constructing a BOPPPS framework and fostering active interaction between tutors and tutees to create an immersive learning environment that supports both academic progress and personal growth. Additionally, semi-structured interviews highlighted tutees’ varied responses to different tutoring sessions, showing a preference for sessions using scaffolding strategies, a technique tutors acquired through pedagogical training.