Empowering Boys as Teachers Through Peer Tutoring

  • Boy Voice and Choice (2019-20)

In this action research project, I sought to explore how peer tutoring might impact the self-efficacy of Year 11 boys in the skill of historical source analysis. To cultivate agency, I transposed the boys’ traditional role as students into the active role of teacher through the implementation of a peer tutoring program. Over three fifty-minute sessions, eleven boys in a Year 11 Modern History class tutored boys from a Year 8 History class in the specific skills of historical source analysis. The boys were generally unfamiliar with the historical content of the Year 8 topic, encouraging them to think historically and engage the specific skills of a historian. Data were collected through questionnaires, student self-assessment recordings, observations, and interviews.