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Abstract
The aim of my critical literature review is to identify studies where students are engaged as partners in teaching in higher education and to analyze how tutors and tutees benefit from peer teaching. Thirty studies were included for review. Thirteen countries are represented and two thirds of the studies conducted in the United States of America or the United Kingdom. There is a significant representation of studies from natural- and physical science. The dominating pedagogical belief and theory is social constructivism. The most frequent study design is the use of quasi-experimental pre- and post-testing. University teachers do not comprise the view of peer teaching necessarily resulting in greater academic achievement gains or deep learning. University teachers identify and esteem other pedagogical benefits such as improving students’: critical thinking, learning autonomy, motivation, collaborative and communicative skills. The main finding of this review is the clarification that the training of generic skills benefits from peer teaching.
Acknowledgements
I wish to express appreciation to many colleagues for discussions and communication. This manuscript and initial ideas were discussed in two Roundtables. First at the Conference of the International Consortium for Educational Development, ICED, Stockholm, June, 2014 abstract title Docendo Discimus = By teaching we learn. Second at Blekinge Institute of Technology, August 2014, abstract title By teaching, we learn: Results from a systematic literature review. I am pleased to extend greetings to those who have contributed with constructive suggestions for improvement of this article.