Abstract

This study investigates the challenges and potential of a cross-age peer tutoring program in the satellite laboratories of the teutolab-robotic out-of-school laboratory for the participating tutors based on six guided interviews, which were analysed using Mayring’s summarising content analysis. The categorisation focused on the challenges associated with the new role as a teacher, the tutors’ self-assessments of their generic competencies, and the potential of the satellite labs to promote these competencies. The results show that the tutors especially perceive challenges in classroom management and their relationship with the younger students and that they respect their work as tutors, particularly at the beginning of the project. Furthermore, they recognise the opportunity to contribute their strengths to the satellite laboratories and the potential of the project to promote weaker skills and abilities.

Keywords: Competencies; computer science; content analysis; interviews; peer-tutoring

How to cite: Tillmann, J., Schmer, A.-M., & Wegner, C. (2023). Stepping into the Role of a Teacher – Challenges and Opportunities of Cross-Age Peer Tutoring. Journal of Innovation in Psychology, Education and Didactics, 27(2), 191-210. doi:10.29081/JIPED.2023.27.2.05.