Peer tutoring in music education: A literature review

被引：13

作者：

Fernandez-Barros, Andrea ^{[1
]}

Duran, David ^{[2
]}

Viladot, Laia ^{[2
]}

机构：

[1] Univ Lleida, Catalonia, Spain

[2] Univ Autonoma Barcelona, Barcelona, Spain

来源：

INTERNATIONAL JOURNAL OF MUSIC EDUCATION | 2023年 / 41卷 / 01期

关键词：

Cooperative learning; music learning; peer assisted learning; peer mentoring; peer tutoring; SCHOOL STUDENTS; ACHIEVEMENT; KNOWLEDGE; ADOLESCENTS; MATHEMATICS; ELEMENTARY; PROGRAMS; IMPACT;

D O I：

10.1177/02557614221087761

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The focus of this study is the review of literature on peer tutoring, a powerful cooperative strategy where interaction within a pair of students is organized between tutor and tutee, working together providing assistance, instruction and feedback. Although the previous literature reviews showed peer tutoring was beneficial among K-12 music students, this review aims at providing data on the benefits, but also limitations present in studies in formal and informal music education at all academic stages. All of this, with the aim of discussing how peer tutoring can contribute to reducing barriers in music education. Overall, 51 studies published from 1980 to 2021 in peer-reviewed journals, dissertations, and books were analysed. The results reveal the potential of peer tutoring in music education, as well as point to specific elements to be considered to make the most of this paedagogical tool for teaching and learning music.

引用

页码：129 / 140

页数：12

共 75 条

[1] PEER TUTORING EFFECTS ON THE MUSIC PERFORMANCE OF TUTORS AND TUTEES IN BEGINNING BAND CLASSES [J].