Peer Tutoring at University: Studying Social Interactions Between Tutors and Tutees

Abstract

The present article explored Peer Tutoring (PT) in Higher Education within the framework of a course in the Undergraduate Program of a Department of Early Childhood Education.  Sixteen students participated, of which seven “teachers”-tutors and nine “students”-tutees. The purpose of this current study highlighted the evolution of their social interactions over time as a factor of cognitive, academic and social progress. Α qualitative research was implemented using questionnaires and participatory observation as research tools. The data were analyzed implementing thematic analysis. The results emerged a number of social interactions between students, such as a supportive personal relationship, counseling, joint cognitive and methodological problems solving and a variety of educational practices using by the tutors too.