Wenzhou-Kean University
Student Academic Support and Retention Center
Tutors with Pedagogical Training Project (TwPT Project)


Our Outcomes
Here we present our outcomes of the TwPT project, including conference presentations and academic journal articles.
If you want to collaborate with us, do not hesitate to contact us.
Publications
Peer tutoring in higher education: Power from pedagogical training
​Humanities and Social Sciences Communication
This study highlights the transformative impact of pedagogical training on peer tutors, showing a notable reduction in controlling teaching styles among trained tutors compared to those without such training. Using a mixed-methods approach, researchers demonstrated profound improvements in tutors’ teaching skills and tutees’ satisfaction and academic confidence. It reveals that peer tutors refine their instructional methods and develop distinct teaching personas, clearer communication, and enhanced engagement strategies, resulting in higher tutee satisfaction. The data underscores the importance of constructing a BOPPPS framework and fostering active interaction between tutors and tutees to create an immersive learning environment that supports both academic progress and personal growth. Additionally, semi-structured interviews highlighted tutees’ varied responses to different tutoring sessions, showing a preference for sessions using scaffolding strategies, a technique tutors acquired through pedagogical training.
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Seeing through the lens: A photovoice approach to deepening teacher reflection
International Journal of Qualitative Methods
This study proposed a photovoice-based approach for teacher reflection, integrating perspectives from both educators and students to enhance teaching-learning environments. Researchers (tutors) captured photos during lessons to identify and categorize teaching deficiencies and then reflected on them. Students contributed by sharing their perspectives on the photos, offering insights into their learning experiences. Comparing these viewpoints provides a holistic reflection that guides future teaching improvements and addresses authentic classroom issues happening in teaching. With the empowerment of students complementing teachers’ sole opinions of learning issues, teachers could further develop their professional identity through this interactive practice.
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