Exploring the Relationships between Perceptions of Tutoring and Tutoring Behaviours: A Focus on Graduate Students Serving as Peer Tutors to College-Level Chemistry Students

Autor/inn/en	Velasco, Jonathan B.; Stains, Marilyne
Titel	Exploring the Relationships between Perceptions of Tutoring and Tutoring Behaviours: A Focus on Graduate Students Serving as Peer Tutors to College-Level Chemistry Students
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 4, S.856-868 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C5RP00103J
Schlagwörter	College Science; Science Instruction; Graduate Study; Correlation; Tutoring; Student Attitudes; Peer Teaching; Interviews; Video Technology; Coding; Student Role; Teacher Role; Online Surveys; Student Surveys; Scientific Concepts; Concept Formation; Feedback (Response); Observation + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aufbaustudium; Graduiertenstudium; Hauptstudium; Korrelation; Förderkonzept; Nachhilfeunterricht; Schülerverhalten; Peer group teaching; Peer Group Teaching; Interviewing; Interviewtechnik; Codierung; Programmierung; Lehrerrolle; Schülerbefragung; Concept learning; Begriffsbildung; Beobachtung
Abstract	It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are often used do not take into account tutors' preexisting perceptions of tutoring, which may guide their instructional behaviours. The goals of this multiple-case study of three chemistry tutors are to characterise their perceptions of tutoring, their behaviors during tutoring sessions, and the connections between their perceptions and behaviors. Data was collected through interviews in which tutors' perceptions of tutors and tutoring were probed and through video recordings of three to four sessions for each tutor. Interviews were analyzed using a thematic analysis approach. Video recordings of sessions were analyzed using a list of codes corresponding to different types of behaviours that had been reported in prior tutoring studies. Analysis of the interviews indicated that tutors' perceptions of tutoring did not overlap fully across all the three tutors. Cross-case analysis indicates that tutors' perceptions of tutees and of the role of tutor were reflected in the instructional behaviours the tutors enacted during the sessions. The results of this study may be used to improve tutor training programmes, particularly through examining individual tutor's perceptions of tutoring as this may help anticipate natural instructional preferences of tutors. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01