Tutoring: To Hire or Not to Hire Pro? What Are the Differences?
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| Title: | Tutoring: To Hire or Not to Hire Pro? What Are the Differences? |
|---|---|
| Language: | English |
| Authors: | Cathia Papi (ORCID |
| Source: | Mentoring & Tutoring: Partnership in Learning. 2024 32(5):505-531. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education High Schools Secondary Education |
| Descriptors: | Foreign Countries, Tutor Training, Tutoring, Tutors, Tutorial Programs, Peer Teaching, Teacher Student Relationship, Elementary School Teachers, Elementary School Students, High School Teachers, High School Students, Academic Support Services, Remedial Teachers, Program Evaluation |
| Geographic Terms: | Canada |
| DOI: | 10.1080/13611267.2024.2367133 |
| ISSN: | 1361-1267 1469-9745 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445064 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 1361-1267 1469-9745 |
| DOI: | 10.1080/13611267.2024.2367133 |
