From Teacher-Centred Instruction to Peer Tutoring in the Heterogeneous International Classroom: A Danish Case of Instructional Change
This case study documents a seminar redesign from a teacher-centered instruction format to the collaborative ‘reciprocal peer tutoring’ (RPT) at Aarhus University, Denmark. Departing from Bourdieuian concepts and the notion of “superdiversity” by Vertovec, we argue that teachers have to meet student...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
| Published: |
Bielefeld University
2014-04-01
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| Series: | Journal of Social Science Education |
| Online Access: | http://www.jsse.org/index.php/jsse/article/view/1268 |