Collaborative Tutor Development: Enabling a Transformative Paradigm in a South African University

Lecturers’ Role in Tutor Development from an Activity Theory Perspective

“…They, therefore, felt that the TTP should have a discipline-specific focus as well. This deficiency in the training of tutors corroborates similar findings in the literature such as the study undertaken by Underhill and McDonald (2010) which showed that the generic tutor training which is offered by the Academic Development Centre neither equipped tutors with discipline-specific skills nor offered a contextual framework. Underhill and McDonald (2010) suggest a modus operandi that involves departments working synergistically with the academic development (AD) practitioner.…”

“…This deficiency in the training of tutors corroborates similar findings in the literature such as the study undertaken by Underhill and McDonald (2010) which showed that the generic tutor training which is offered by the Academic Development Centre neither equipped tutors with discipline-specific skills nor offered a contextual framework. Underhill and McDonald (2010) suggest a modus operandi that involves departments working synergistically with the academic development (AD) practitioner. The AD practitioner is able to obtain more insight into the 'nuances of the discipline that would enable adaptation of the tutor training and development model so that it meets the demands of the discipline.…”

“…Here, knotworking was strengthened by the appropriate use of language when tutors explained concepts in the students' mother tongue language. (The importance of tutors in facilitating the learning of students not studying in their mother tongue has been acknowledged by other researchers (Underhill & McDonald, 2010)). …”

“…When it came to support in terms of discipline-specific training, the subject lecturer was responsible for mentoring tutors with respect to discipline knowledge especially the content that was to be covered in tutorials. Underhill and McDonald (2010) and Clark (1998) argue that mentorship is an integral component of tutor development and that interacting with the tutor co-ordinator is essential in the mentorship process. Receiving mentoring by the tutor co-ordinator places the tutor in a good position, in turn, to mentor students.…”

International Survey of Peer Leadership (ISPL): An Emerging Snapshot of the Status of Peer Leadership in South Africa

“…South African research supports international trends suggesting that the recipients and providers of peer-led activities benefit academically, which can make a difference to student success and, ultimately, throughput (Underhill & McDonald, 2010). This is evident from research conducted by Loots (2009), who found that involvement in an academic peer-mentoring programme enhanced student performance, resulting in both academic and social integration for the mentor and mentee.…”