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    A defining moment in personal tutoring: reflections on personal tutoring definitions and their implications

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    Authors
    Walker, Ben
    Affiliation
    University of Lincoln
    Issue Date
    2018
    
    Metadata
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    Abstract
    Despite personal tutoring being a highly important area, it has a contested nature. One contention concerns its definition: in simple terms, what personal tutoring is and, by extension, what effective personal tutoring is. A book on personal tutoring (Stork and Walker, 2015) I co-authored entitled Becoming an Outstanding Personal Tutor - which aims to define the role of the personal tutor in further education as well as explain and demonstrate how to carry out the role effectively) - raises a number of questions to be explored further. These have been brought into sharper focus by both my journey from further to higher education and as a result of my ‘practical’ role as a manager of personal tutoring. The most urgent of these questions are centred on the theme of definition. What alternative definitions are out there? Are single definitions sufficient for the complexity of tutoring? When it comes to personal tutoring, what constitutes a definition anyway? The urgency stems from the increased importance placed on personal tutoring resulting from contextual developments and as shown from the findings of key research reports on the retention and success of students. Similarly, if there is a broad consensus that personal tutoring is vital, then further debate around what it stands for, and should stand for, in terms of good practice, needs to take place. Informed by critical pedagogy, this article will consider these questions of definition and the potential implications for organisations, those undertaking the role and students.
    Citation
    Walker, B. (2018). 'A defining moment in personal tutoring: reflections on personal tutoring definitions and their implications'. IMPact: The University of Lincoln Journal of Higher Education, 1 (1). pp, 1-15.
    Publisher
    University of Lincoln
    Journal
    The University of Lincoln Journal of Higher Education
    URI
    http://hdl.handle.net/10545/624579
    DOI
    10.25507/1120188
    Additional Links
    http://eprints.lincoln.ac.uk/id/eprint/31913/
    http://impact.lincoln.ac.uk/index.php/journal/article/view/8
    Type
    Article
    Language
    en
    ae974a485f413a2113503eed53cd6c53
    10.25507/1120188
    Scopus Count
    Collections
    Institute of Education

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