From Teacher-Centred Instruction to Peer Tutoring in the Heterogeneous International Classroom: A Danish Case of Instructional Change.

Autor/inn/en	Lueg, Klarissa; Lueg, Rainer
Titel	From Teacher-Centred Instruction to Peer Tutoring in the Heterogeneous International Classroom: A Danish Case of Instructional Change.
Quelle	In: Journal of social science education, 13 (2014) 2, S. 39-62Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-691
Schlagwörter	Fallstudie; Dänemark; Gruppenarbeit; Hochschuldidaktik; Fallstudie; Internationalisierung; Tutor; Heterogenität; Hochschulseminar; Lernbegleitung; Gruppenarbeit; Lehrmethode; Reziprokes Lehren; Internationalisierung; Hochschuldidaktik; Heterogenität; Hochschulseminar; Tutor; Tutorin; Bourdieu, Pierre; Dänemark
Abstract	This case study documents a seminar redesign from a teacher-centered instruction format to the collaborative 'reciprocal peer tutoring' (RPT) at Aarhus University, Denmark. Departing from Bourdieuian concepts and the notion of "superdiversity" by Vertovec, [the authors] argue that teachers have to meet student requirements within Danish Higher Education (HE). This student body is quite diverse, international and multilinguistic with different cultural expectations and knowledge standards.At the same time, the Danish HE tradition with its low degree of formality and an affinity towards collaborative learning, allows for non-traditional instruction styles as an answer to such heterogeneity. The object of our documentation is thus a seminar before and after didactical restructuring in a Danish setting. [The authors] document both the in - Classroom methods of instruction before and after the implementation of RPT and the methods and instruments used to monitor this change. For this, [the authors] provide insight into student group reports, students' learning reports, a lesson time table, seminar evaluations, focus group interviews, teacher-student communication and course descriptions. [Their] study contributes on several levels: firstly, [they] provide course responsibles with a detailed insight into how a seminar redesign to RPT can be achieved. Secondly, [they] provide a basis for introducing such change by documenting the positive assessment as an outcome of the monitoring. [The authors] thereby address diversity and in - Classroom heterogeneity on a didactical level (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2015/1