Roles of peer tutoring Improvement proposal for the understanding of the roles of the tutor and the tutored in the effective development of peer tutoring of the reasoning in pairs program

Abstract

This paper is oriented to school intervention, based on the methodological experience of cooperative learning that was developed in the context of professional practices carried out during a four-month period in the educational center Liceo Santa Leonor de Concepción, Biobío region, Chile. Following the program Reasoning in Pairs (Flores, Duran and Albarracín, 2016), the exercise of reciprocal tutoring among peers in the mathematics classroom is made visible, specifically around the interaction of students and their roles as tutor and tutored. For that reason, the study explores theoretical guidelines that define and construct - in consensus between students and teachers - action indicators that are specific to the characteristics of the roles involved in the peer-tutoring program. In addition, a video is presented as an educational tool for teachers and students, in it, the qualities of a competent tutor and competent tutored are exposed in order to promote a more effective development of the program of designing an improvement for the initial training received by students who are part of the program Razonar en Pareja (Flores et al., 2016) in the mathematics classroom. A group of students, between the ages 12 and 14, participate on a voluntary basis, in collaboration with two teachers from the Liceo Santa Leonor school. A qualitative methodological approach to research work is provided, which contents specific theoretical action indicators to be deployed in the classroom dynamics. Consequently, these actions, in a well-guided way, promote a more competent development of the program, promoting better efficiency in the various interactions and understanding in the roles of tutor and tutored assumed by the students. Keywords: Reciprocal tutoring; reasoning in pairs; tutor and tutored competent roles.