期刊名称：Magis. Revista Internacional de Investigación en Educación
印刷版ISSN：2027-1182
出版年度：2017
卷号：9
期号：19
页码：165-184
DOI：10.11144/Javeriana.m9-19.ptpe
语种：Spanish
出版社：International Journal of Research in Education
摘要：This qualitative research included elements of educational ethnography and phenomenology to understand participants' perceptions of peer academic writing tutorials. Evidence suggest that both, tutor and mentor, perceive academic and social benefits; each one positively values in the other some personality traits, as well as other characteristics specifically related to the roles of apprentice and tutor. It is concluded that peer tutoring, understood as a partially asymmetrical relationship, can be a valuable strategy in writing centers that could favor the learning of textual production, if some conditions are considered, such as the ongoing education of tutors.
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