PEER TUTORING AMONG UNIVERSITY FACULTY IN HIGHER EDUCATION: AN INTEGRATED APPROACH TO COLLABORATIVE LEARNING
DOI:
https://doi.org/10.18623/rvd.v23.6092Keywords:
Peer Tutoring, Higher Education, Professional Learning Communities, Reflective Practice, Self-Study (S-STEP)Abstract
This study examines peer tutoring among university faculty as a formative strategy to strengthen professional development and improve teaching quality in higher education. The aim was to explore how systematic and symmetrical peer interaction, integrated with the Self-Study (S-STEP) approach, supports critical reflection, pedagogical innovation, and the formation of professional learning communities. Using an intrinsic case study with a qualitative–interpretive design, six university instructors engaged in periodic tutoring sessions with a critical friend over one academic semester. Data sources included audiovisual recordings, field notes, teaching materials, and additional evidence of teaching practice, all analyzed through thematic analysis. Findings indicate that peer tutoring fosters deep reflexivity, collective knowledge-building, renewed professional identity, and the adoption of evidence-informed pedagogical innovations. Participants highlighted the importance of reflective writing and emotional-professional support among colleagues in transforming their teaching. The study concludes that institutionalizing peer tutoring constitutes an effective mechanism for enhancing faculty development and improving student learning outcomes, despite ongoing challenges such as limited time and heavy workloads.
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