| Title: |
Peer Tutoring as Pedagogy: An Exploratory Essay |
| Language: |
English |
| Authors: |
Joshua Clements |
| Source: |
Journal of College Academic Support Programs. 2025 7(2):89-96. |
| Availability: |
Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Peer Teaching; Higher Education; College Students; Teaching Methods; Phenomenology; College Environment; Transformative Learning; Dialogs (Language); Cooperation; Active Learning; Student Empowerment |
| ISSN: |
2577-9990 |
| Abstract: |
Peer tutoring is a practice often used in higher education settings to create an extended learning environment for students, a space beyond the classroom and outside the teacher-student dynamic. Peer tutors are students who are "at a similar level of educational achievement as the students with whom they are working" (Sanford, 2021, p. 6), acting as guides and role models for the learning behaviors and thinking associated with being a good student. The peer tutor is not the sage at the top of the mountain but a fellow climber on the trail (Sanford, 2021). Peer tutoring has been considered a basic pedagogy "expressed in different ways in different kinds of interactions" (Sanford, 2021, p. 54). However, what these different ways and kinds may be has yet to be described. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1484216 |
| Database: |
ERIC |