Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course

Abstract

This chapter is part of a larger research project that seeks to investigate sustainable ways of improving group-based tutoring in higher education courses. A growing body of research into teaching and learning in higher education acknowledges that higher education institutions are regarded as bastions of active teaching and learning that encourage students' deep learning and critical engagement. However, existing research also suggests that there is a lack of active participation by students during learning activities in tutorials; one of the reasons is the poor quality of the interactions between tutors and students during tutorials. Postgraduate students, who make up the majority of tutors, receive little formal training and lack sophisticated instructional skills on how to facilitate tutorials. By using an example, this chapter argues for the use of a research tutorial as a training strategy for tutor professional development (TPD) in an undergraduate Quantitative Literacy (QL) intervention course. The research methodology employed in this study is the lesson study. A research tutorial is a tutorial designed by both tutors and researchers that is used for TPD purposes. Suggestions for future research include focussing on how tutors notice, and attend to, the students' productive struggles during an undergraduate QL tutorial.