Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean university
Like other countries, higher education in Chile still has important socio-economic gaps to be addressed. As part of the strategies to attend this challenge, peer tutoring programmes have developed considerably in recent years. Much of the research on peer tutoring in higher education has focused pri...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidad de Deusto
2025-06-01
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| Series: | Tuning Journal for Higher Education |
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| Online Access: | https://tuningjournal.org/article/view/2983 |
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| _version_ | 1839645720433393664 |
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| author | Camila Véliz Oscar Navarrete |
| author_facet | Camila Véliz Oscar Navarrete |
| author_sort | Camila Véliz |
| collection | DOAJ |
| description | Like other countries, higher education in Chile still has important socio-economic gaps to be addressed. As part of the strategies to attend this challenge, peer tutoring programmes have developed considerably in recent years. Much of the research on peer tutoring in higher education has focused primarily on the impact on the students being tutored, and only a small part of that research has focused on the benefits or contributions to the student-tutors themselves. Based on a case study of peer tutoring programmes in a Chilean university, the experience of tutor participation and its relationship to comprehensive training competences is collected from interviews. The information was analysed based on the following categories: understanding of comprehensive training, perceptions of their role, motivation and learning from their experience. The main results aim to highlight the relationship between generic interpersonal, instrumental and systemic competences and their link to comprehensive training. It is concluded that interpersonal competences amount to the main benefit self-perceived by the tutors, where self motivation, learning orientation, planning strategies and strengthening their autonomy and identity emerged as the main competences developed. While both students and tutors benefit from peer tutoring, tutors are a key participant in the integral formation, strengthening their social commitment.
Received: 28 February 2024
Accepted: 28 February 2025 |
| format | Article |
| id | doaj-art-4c1cee195d764d6da5a47b2d171f34ef |
| institution | Matheson Library |
| issn | 2340-8170 2386-3137 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Universidad de Deusto |
| record_format | Article |
| series | Tuning Journal for Higher Education |
| spelling | doaj-art-4c1cee195d764d6da5a47b2d171f34ef2025-07-01T11:22:28ZengUniversidad de DeustoTuning Journal for Higher Education2340-81702386-31372025-06-0112110.18543/tjhe.29832983Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean universityCamila Véliz0Oscar Navarrete1Alberto Hurtado University, ChileAlberto Hurtado University, ChileLike other countries, higher education in Chile still has important socio-economic gaps to be addressed. As part of the strategies to attend this challenge, peer tutoring programmes have developed considerably in recent years. Much of the research on peer tutoring in higher education has focused primarily on the impact on the students being tutored, and only a small part of that research has focused on the benefits or contributions to the student-tutors themselves. Based on a case study of peer tutoring programmes in a Chilean university, the experience of tutor participation and its relationship to comprehensive training competences is collected from interviews. The information was analysed based on the following categories: understanding of comprehensive training, perceptions of their role, motivation and learning from their experience. The main results aim to highlight the relationship between generic interpersonal, instrumental and systemic competences and their link to comprehensive training. It is concluded that interpersonal competences amount to the main benefit self-perceived by the tutors, where self motivation, learning orientation, planning strategies and strengthening their autonomy and identity emerged as the main competences developed. While both students and tutors benefit from peer tutoring, tutors are a key participant in the integral formation, strengthening their social commitment. Received: 28 February 2024 Accepted: 28 February 2025https://tuningjournal.org/article/view/2983peer tutoringhigher educationtutor’s experiencescomprehensive traininggeneric competencies |
| spellingShingle | Camila Véliz Oscar Navarrete Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean university Tuning Journal for Higher Education peer tutoring higher education tutor’s experiences comprehensive training generic competencies |
| title | Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean university |
| title_full | Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean university |
| title_fullStr | Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean university |
| title_full_unstemmed | Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean university |
| title_short | Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean university |
| title_sort | peer tutoring programmes comprehensive training and generic competences from the experience of tutors in a chilean university |
| topic | peer tutoring higher education tutor’s experiences comprehensive training generic competencies |
| url | https://tuningjournal.org/article/view/2983 |
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