Contributeurs:
État de publication: Publiée (2024 )
Nom de la revue: Mentoring & Tutoring: Partnership in Learning
Intervalle de pages: 1-27
URL: https://www.tandfonline.com/doi/abs/10.1080/13611267.2024.2367133
Résumé: This study focuses on the practices implemented by tutors, considering education professionals, especially teachers, on the one hand, and on the other, non-education professionals, namely students. Interviews with 24 tutors, inspired by the explicitation interview technique, enabled us to determine that the nine most frequently implemented practices are similar regardless of whether the tutor is an education professional. Nevertheless, eight elements are likely to influence tutoring, most notably being familiar with the tutored students and their difficulties before the session, and knowing how the concepts are addressed in class. In this regard, tutoring provided by education professionals is likely to be even more effective the more they know the tutees. However, it would appear that non-professionals trained in program concepts and who benefit from follow-ups with the students’ teachers or parents are also able to provide quality tutoring.
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: