Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions

Prior research has established that peer tutors can benefit academically from their tutoring experiences. However, although tutor learning has been observed across diverse settings, the magnitude of these gains is often underwhelming. In this review, the authors consider how analyses of tutors’ actual behaviors may help to account for variation in learning outcomes and how typical tutoring behaviors may create or undermine opportunities for learning. The authors examine two tutoring activities that are commonly hypothesized to support tutor learning: explaining and questioning. These activities are hypothesized to support peer tutors’ learning via reflective knowledge-building, which includes self-monitoring…