Peer Tutoring in Education: How Students Teach Each Other, and What Follows

Abstract

The article shows tutoring is one way for children to actively learn through contact with peers by acting as non-professional teachers. This type of learning requires interaction between more competent and less competent partners. Theoretical framework of this consideration is determined by Vygotsky’s social constructivism. This paper presents selected research about children learning from each other, exposing benefits to tutoring program’s participants in the range of cognitive, social and emotional development, as well as possible reasons for ineffectiveness in this form of children's learning.

Keywords

• uczenie się
• tutoring
• tutoring rówieśniczy
• konstruktywizm społeczny
• strefa najbliższego rozwoju