Peer tutoring programmes: Comprehensive training and generic competences from the experience of tutors in a Chilean university
Abstract
Like other countries, higher education in Chile still has important socio-economic gaps to be addressed. As part of the strategies to attend this challenge, peer tutoring programmes have developed considerably in recent years. Much of the research on peer tutoring in higher education has focused primarily on the impact on the students being tutored, and only a small part of that research has focused on the benefits or contributions to the student-tutors themselves. Based on a case study of peer tutoring programmes in a Chilean university, the experience of tutor participation and its relationship to comprehensive training competences is collected from interviews. The information was analysed based on the following categories: understanding of comprehensive training, perceptions of their role, motivation and learning from their experience. The main results aim to highlight the relationship between generic interpersonal, instrumental and systemic competences and their link to comprehensive training. It is concluded that interpersonal competences amount to the main benefit self-perceived by the tutors, where self motivation, learning orientation, planning strategies and strengthening their autonomy and identity emerged as the main competences developed. While both students and tutors benefit from peer tutoring, tutors are a key participant in the integral formation, strengthening their social commitment.
Received: 28 February 2024
Accepted: 28 February 2025
Downloads
References
Abbot, Sophia, Anne Graf, and Bervely Chatfield. 2018. “Listening to Undergraduate Peer Tutors: Roles; Relationships; and Challenges.” International Journal of Teaching and Learning in Higher Education 30, no. 2, 245-26. https://isetl.org/ijtlhe/pdf/IJTLHE4182.pdf.
Alonzo Rivera, Diana Lizbeth, Marvel del Carmen Valencia Gutiérrez, Jorge Albino Vargas Contreras, Nidelvia del Jesús Bolívar Fernández, and María de Jesús García Ramírez. 2016. “Los estilos de aprendizaje en la formación integral de los estudiantes.” Revista Boletín Virtual 5, no. 4:109-114.
Amor, María Isabel. 2020. La orientación universitaria. Aproximación histórica y conceptual para un modelo de acción tutorial en la Educación Superior. Octaedro.
Araneda-Guirriman, Carmen, Andrea Obregón, Patrick Pérez, and David Catari- Vargas. 2020. “Percepción de los estudiantes tutorados sobre el programa de tutores pares y su relación con el desempeño académico: evidencia desde el norte de Chile.” Formación Universitaria 13, no.3: 19-30. https://doi.org/10.4067/S0718-50062020000300019.
Archenti, Nélida. 2018. “Estudio de caso/s”. En Metodología de las Ciencias Sociales, editado por Marradi, Alberto, Nélida Archenti, y Juan Ignacio Piovani. Siglo XXI.
Arco-Tirado, José, Francisco Fernández-Martín, and Miriam Hervás-Torres. 2020. “Evidence-based peer-tutoring program to improve students’ performance at the university.” Studies in Higher Education 45, no.11: 2190–2202. https://doi.org/10.1080/03075079.2019.1597038.
Bejar, Luis. 2018. “La Tutoría como instrumento esencial para desarrollo personal; comunitario; social y el aprendizaje intelectual de los/as estudiantes de nivel superior; de manera integrada e integradora a la vida.” Universidad y Sociedad 10, no.1: 52-58. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202018000100052.
Beltman, Susan, and Marcel Schaeben. 2012. “Institution-wide peer mentoring: Benefits for mentors.” The International Journal of the First Year in Higher Education 3, no.2: 33-44. https://doi.org/10.5204/intjfyhe.v3i2.124.
Beneitone, Pablo, Cesar Esquetini, Julia González, Maida Maletá, Gabriela Siufi, and Robert, Wagenar. 2007. Reflexiones y perspectivas de la Educación Superior en América Latina. Informe Final – Proyecto Tuning- América Latina 2004-2007. Universidad de Deusto.
Boud, David, Ruth Cohen, and Jane Sampson. 2013. Peer learning in higher education: learning from & with each other. Routledge.
Brown, Prudence. 2020. “What tutors bring to course design: Introducing political and policy theories to disengaged students.” Teaching Public Administration 38, no.1: 12–23. https://doi.org/10.1177/0144739419858682.
Clarence, Sherran. 2016. “Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education.” CriSTaL 4, no.1: 39-54. https://doi.org/10.14426/cristal.v4i1.1966.
CNED. 2024. “INDICES Indicadores Institucional.” Ficha institucional Universidad Alberto Hurtado. Accessed 12 January 2025: https://cned.cl/institucional/indices-indicadores-educacion-superior/.
Colver, Mitchell, and Trevor Fry. 2015. “Evidence to Support Peer Tutoring Programmes at the Undergraduate Level.” Journal of College Reading and Learning 46, no.1: 16-41. https://doi.org/10.1080/10790195.2015.1075446.
Coulon, Alain. 1995. Etnometodología y educación. Paidós.
Creswell, John. 2013. Qualitative inquiry y research design: choosing among five aprroaches. SAGE.
Delgado-García, Manuel, Sara Conde, and Ángel Boza. 2020. “Perfiles y funciones del tutor universitario y sus efectos sobre las necesidades tutoriales del alumnado.” Revista Española de Pedagogía 78, no.275: 119-143. https://doi.org/10.22550/REP78-1-2020-03.
Delors, Jacques. 1996. La educación encierra un tesoro. Informe de la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI. UNESCO– Santillana.
Denzin, Norman. 2001. “The reflection interview and a performative social science.” Qualitative Research 1, no.1: 23-46. https://doi.org/10.1177/146879410100100102.
Flick, Uwe. 2009. An introduction to qualitative research. SAGE.
Gallagher-Mackay, Kelly, Karen Mundy, Tatiana Feitosa, and Minahil Asim. 2022. The Evidence for Tutoring to Accelerate Learning and Address Educational Inequities During Canada’s Pandemic Recovery. The Future Skills Center (FSC). https://fsc-ccf.ca/wp-content/uploads/2022/03/The_Evidence_for_Tutoring-EN.pdf.
García, Narciso, Inmaculada Asensio, Rafael Carballo, Mercedes García, and Soledad Guardia. 2004. Guía para la labor tutorial en la Universidad en el Espacio Europeo de Educación Superior. Programa de estudios y análisis de la Dirección General de Universidades-MECD. https://www.unex.es/organizacion/servicios-universitarios/oficinas/oce/archivos/ficheros/documentos/mec/estudioyanalisis/labortutorial.pdf.
Gómez, Bernardo, Lidia Donoso, Paula Domínguez, María Gabriela Silva, Dagoberto Navea, Marta Monardez, and Angelica Silva. 2002. “Programa de desarrollo académico para alumnos de primer año.” Calidad de la Educación 17: 251-267. https://www.calidadenlaeducacion.cl/index.php/rce/article/view/419.
Huircalaf, Juan Carlos, and David Rodríguez-Gómez. 2020. “Analysis of the impact of tutorial actions on the academic performance of students from Chilean public universities.” REDU. Journal of University Teaching 18, 2: 29-47. https://doi.org/10.4995/redu.2020.13992.
Jurkova, Sinela, and Shibao Guo. 2022. “Conceptualizing a holistic model of transcultural lifelong learning.” International Review of Education 67, no.6: 791–810. https://doi.org/10.1007/s11159-021-09930-w.
León-Carrascosa, Víctor, and María José Fernández-Díaz. 2021. “Identificación de los perfiles del tutor como resultado del funcionamiento de la acción tutorial.” Perfiles Educativos 43, no.174: 114-131. https://doi.org/10.22201/iisue.24486167e.2021.174.59882.
Leyton, Daniel. 2014. “Políticas de acción afirmativa y su discurso de inclusión en la educación superior. Potencialidades y desafíos.” En Contexto, experiencias e investigaciones sobre los Programas Propedéuticos en Chile, editado por Carola Román, 11-27. Universidad Católica Silva Henríquez.
Martínez-Iñiguez, Jorge, Sergio Tobón, and Jesús Soto-Curiel. 2021. “Ejes claves del modelo educativo socioformativo para la formación universitaria en el marco de la transformación hacia el desarrollo social sostenible.” Formación Universitaria 14, no.1: 53-66. https://doi.org/10.4067/S0718-50062021000100053.
Mella, C. and E. Moya. 2024. “Expansión de la educación superior en Chile ¿La política de créditos estudiantiles ha logrado reducir la desigualdad de acceso?.” Perfiles Educativos 184, no. 46: 31-52. https://doi.org/10.22201/iisue.24486167e.2024.184.61245.
MINEDUC. 2023. Plan de Reactivación Educativa. Gobierno de Chile – Ministerio de Educación (MINEDUC).
Narro, Jose, and Martiniano Arredondo. 2013. “La tutoría. Un proceso fundamental en la formación de los estudiantes universitarios.” Perfiles Educativos 35, no.141: 132-151. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982013000300009.
Nova, Adriana. 2017. “Formación integral en la educación superior: análisis de contenido de discursos políticos.” Praxis & Saber 17, no.8: 181-196. https://doi.org/10.19053/22160159.v8.n17.2018.7206.
OECD. 2017. Education in Chile, Reviews of National Policies for Education. Organisation for Economic Co-operation and Development (OECD) Publishing. http://dx.doi.org/10.1787/9789264284425-en.
Pey, Roxana, Sara Chauriye, Francisco Durán del Fierro, et al. 2012. Innovación curricular en las universidades del Consejo de Rectores. CRUCH. http://www.consejoderectores.cl/public/pdf/publicaciones/PDF_libro_CRUCH_.pdf .
PNUD. 2017. Desiguales: Orígenes, cambios y desafíos de le brecha social en Chile. Programa de Naciones Unidas para el Desarrollo (PNUD) – Uqvar Editores. https://www.undp.org/es/chile/publicaciones/desiguales-origenes-cambios-y-desafios-de-la-brecha-social-en-chile.
Quaresma, María Luisa, and Cristóbal Villalobos. 2022. “Elite Universities in Chile: Between Social Mobility and Reproduction of Inequality.” Tuning Journal for Higher Education 9, no. 2: 29-62. https://doi.org/10.18543/tjhe.1920.
Rahmer Pavez, Beatriz, Rafael Miranda Molina and Francisco Gil Llambias. 2016. “Programa De Acceso Inclusivo Equidad y Permanencia de la Universidad De Santiago De Chile: Una Política Universitaria de Acción Afirmativa.” Comunicación presentada en Congreso CLABES, 3 nov. 2016.
Ruano-Borbalan, Jean-Claude. 2022. “Reducing inequality in higher education: Limitations and possibilities.” European Journal of Education 57, no.2: 161- 167. https://doi.org/10.1111/ejed.12506.
Sabzalieva, Ema, Daniela Gallegos, Clarisa Yerovi, Eglis Chacón, Takudzwa Mutize, Diana Morales, and José Andrés Cuadros. 2022. The right to higher education: a social justice perspective. United Nations Educational Organization; Science and Culture (UNESCO). https://unesdoc.unesco.org/ark:/48223/pf0000381750.
Sandoval, Luis, and María Ormazábal. 2021. “The Generic Skills Challenge for Higher Education Institutions: Experience of Public Universities in Chile.” Tuning Journal for Higher Education 8, 2: 55-83. https://doi.org/10.18543/tjhe-8(2)-2021pp55-83.
Santelices, María Verónica, Ximena Catalán y Catherine Horn. 2018. Equidad en la Educación Superior. Diseño y resultados de programas de acceso en universidades selecticas. Ediciones UC. https://doi.org/10.2307/j.ctvkjb4s6.
Subsecretaría de Educación Superior (SES). Informe de Matrícula en Educación Superior en Chile 2024. Servicio de Información en Educación Superior (SIES) - Ministerio de Educación, 2024. https://www.mifuturo.cl/wp-content/uploads/2024/07/Informe_matricula_2024_SIES_pdf.
Stake, Robert. 2007. Investigación con estudio de casos. Ediciones Morata.
Stake, Robert. 2013. “Estudios de casos cualitativos.” En Manual de investigación cualitativa. Volumen III: Las estrategias de investigación cualitativa, editado por Denzin, Norman and Yvonna Lincoln. Editorial Gedisa.
Thomas, Liz, Michael Hill, Joan O’Mahony, and Mantz Yorke. 2017. Supporting student success: strategies for institutional change What Works? Student Retention & Success programme. Paul Hamlyn Foundation - Higher Education Academy (HEA) and Action on Access. https://www.advance-he.ac.uk/knowledge-hub/supporting-student-success-strategies-institutional-change.
Thurston, Allen, Maria Cockerill, and Tien-Hui Chiang. 2021. “Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees.” Education Sciences 11, no.97. https://doi.org/10.3390/educsci11030097.
Topping, Keith. 2015. Peer tutoring: old method; new developments / Peer tutoring: method ancient; new advances. Childhood and Learning 38, no. 1: 1-29. https://doi.org/10.1080/02103702.2014.996407.
Torres, Pablo, and John Cobo. 2022. “Educación superior e investigación: El papel de la universidad en la transformación social.” Revista de Filosofía 39, no.101: 494 – 505. https://doi.org/10.5281/zenodo.6792384.
UAH. 2019. Proyecto formativo y Modelo Pedagógico de la Universidad Alberto Hurtado. Dirección de Docencia y Pedagogía Universitaria, Vicerrectoría Académica, Universidad Alberto Hurtado (UAH).
UNESCO. 2022. Reimaginar juntos nuestros futuros. Un nuevo contrato social para la educación. Informe de la comisión internacional sobre los futuros de la educación. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. https://unesdoc.unesco.org/ark:/48223/pf0000379381_spa.
Vásquez, Alexia. 2015. “Desenmarañando la tutoría par universitaria: perspectivas de enseñanza o aprendizaje en experiencias internacionales y nacionales.” Comunicación presentada en Congreso CLABES, Talca – Chile, 5 nov 2015. https://www.paiep.usach.cl/sites/paiep/files/documentos/vasquez_tutoria_2015.pdf.
Véliz, Camila, and Oscar Navarrete. 2023. “Acompañamiento entre pares como facilitador de los procesos de transición universitaria.” ConCienciaSocial 6, 12: 44-58. https://revistas.unc.edu.ar/index.php/ConCienciaSocial/article/view/41076.
Véliz, Daniela, and María Soledad Cruz. 2023. “Tutorías pares para fortalecer la Transición a la Educación Superior.” Policy Brief 13. Núcleo Milenio Experiencia Estudiantil en la Educación Superior - Pontificia Universidad Católica de Chile. https://nmedsup.cl/wp-content/uploads/2023/06/PolicyBrief13.pdf.
Venegas-Ramos, Luis, and Joaquín Gairín. 2020. “Aproximación al estado de la acción tutorial en universidades chilenas.” Perfiles educativos 11, 167: 103-118. https://doi.org/10.22201/iisue.24486167e.2019.167.59002.
Villa, Aurelio, and Manuel Poblete. eds. 2008. Competence-based learning. A proposal for the assessment of generic competences. University of Deusto.
Williamson, Carlos and Marta Sánchez. 2024. Masificación de la Educación Superior: ¿un exceso? Ideas para el debate 32. Centro Latinoamericano de Políticas Económicas y Sociales de la Pontificia Universidad Católica de Chile (CLAPES UC). https://assets.clapesuc.cl/IDEAS_DEBATE_n_32_4687967888.pdf.
Yin, Robert. 2003. Case Study Research. Desing and Methods. SAGE Publication.
Zabalza, Miguel. 2007. La enseñanza universitaria. El escenario y sus protagonistas. Narcea Ediciones.
Copyright (c) 2025 University of Deusto
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:
1. Authorship:
The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.
2. Copyright and Code of conduct:
a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.
b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).
c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.
d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.
e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.
3. Users:
Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.
1.jpg)
1.jpg)
.jpg)
1.jpg)
.jpg)
.jpg)
