Tutor roles in collaborative group work

Mark Boylan, Peter Smith


Collaborative assessed group work can create challenges for both students and tutors. Both the benefits and challenges of assessed group work are discussed with particular reference to the context of teacher education. The relevance of action research, the concept of living theory and the ethical nature of tutor practice in relation to group work are considered. The concept of 'role' is used to analyse aspects of tutor practice based on outcomes from an extended process of action research. A description of different tutor roles is given as a prompt for reflection and self-study.


Collaborative learning; group work; pedagogy; action research; self-study; roles

Full Text: PDF

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.