Peculiarities of the Establishment and Development of Peer-Tutoring in German Higher Education Institutions

Abstract

The article reveals the peculiarities of the formation and development of peer-tutoring in higher education institutions in Germany. It is noted that peer-tutoring in Germany is fully functional in 75 institutions of higher education. It is emphasized that today peer-tutoring is a necessary element of Higher education, which corresponds to the internationalization strategies of every educational institution in Germany. The typology of scientific views and approaches to the nature and content of peer-tutoring technology in the history of social, psychological and pedagogical thought is analyzed. The goals and tasks of peer-tutoring in Germany at the current stage are defined. The benefits of peer-tutoring for the development of key professional competencies of tutors and for their future professional careers are revealed. It was emphasized that higher education institutions in Germany take an active part in the work of the Tutoring Network. Established cooperation between higher education institutions and the Tutoring Network contributes to the development of qualifying peer-tutoring programs and the introduction of a tutor certification mechanism. Features of work groups of the Tutoring Network are highlighted. On the example of the work of the Tutoring Department of the Konstanz University “QualiTut”, the peculiarities of the support of university tutors from the very beginning of their professional activities are revealed. It was found that the majority of tutors remain at the university after graduation. The tutor qualification serves as a basic qualification related to teaching, research activities and thus is the basis for changes in the culture of teaching and learning. Peer-tutoring, as one of the important components of the educational process in leading universities in Germany, provides opportunities for students to achieve their educational and professional goals.