Resumen

ROSELLI, Néstor  y  CARDONI, Juliana. Reciprocal Non-Expert Peer Teaching: Comparison between Individual and Dyadic Teaching. CES Psicol [online]. 2022, vol.15, n.2, pp.61-79.  Epub 13-Jun-2022. ISSN 2011-3080.  https://doi.org/10.21615/cesp.6157.

The objective of this research is to compare individual reciprocal teaching between students (non-expert peers) with dyadic non-expert teaching. In general, studies on non-expert peer tutoring related to knowledge teaching omit the particular issue of dyadic teaching with an alter. The central hypothesis states that this type of dyadic non-expert teaching generates differences in attributes and quality with respect to individual non-expert teaching. Seven dyads of university students from the same class were randomly grouped in dyads, who, after learning the episteme to be taught provided by a source-text, they performed first an individual teaching tutoring directed to the partner (and vice versa), and then a dyadic tutoring together directed to the members of another dyad (and vice versa). These sessions were audio-recorded. This individual-dyadic comparison refers to both different attributes of teaching, as well as aspects related to its quality. Regarding the attributes, data shows significant differences in terms of teaching style and dependence on the source-text, and moderate differences regarding quality. The research concludes with a proposal to differentiate various modalities of the individual-dyadic relationship.

Palabras clave : collaborative learning; peer tutoring; co-teaching; non-expert tutoring; peer learning.

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