Literaturnachweis - Detailanzeige
| Autor/in | Imel, Susan |
|---|---|
| Institution | ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. |
| Titel | Peer Tutoring in Adult Basic and Literacy Education. ERIC Digest No. 146. |
| Quelle | (1994), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications; ERIC Digests in Full Text |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Basic Education; Adult Reading Programs; Educational Benefits; Literacy Education; Peer Teaching; Student Role; Teacher Role; Teacher Student Relationship; Tutoring |
| Abstract | Peer tutoring refers to the process of having learners help each other on a one-to-one basis. Two types of peer tutoring are found in adult literacy and basic education: "near peer" tutoring in which one learner is more advanced than the other and "co-peer" tutoring in which the learners are fairly well matched in skill level. The adage "those who teach learn twice" is frequently given as the basis for using the peer tutoring approach. Peer tutoring also helps adult learners move away from dependence on professional authority toward belief in their own ability to create knowledge, polish their communication skills, and persist in the learning situation because of bonds developed with other learners. Adult literacy programs that are already using collaborative, participatory methods will find peer tutoring to be an extension of their overall approach. Because the instructional environment becomes more learner directed when peer tutoring is used, teachers must prepare learners prepared to assume their new roles as peer tutors by helping them establish individual learning programs and contacting their peers for assistance. Teacher comfort with and commitment to peer tutoring are crucial to its success as an approach in adult basic and literacy education. (MN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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