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dc.contributor.authorRademeyer, Vanessa.en_US
dc.descriptionPlease note that only UMP researchers are shown in the metadata. To access the co-authors, please view the full text.en_US
dc.description.abstractIn this paper, the authors report on the process of designing and implementing an academic support programme using peer tutors at a newly established rural university. The need for support for the development of first-year preservice student teachers’ English language academic proficiency motivated the programme. In educational action research mode, the authors tracked changes and improvements to the programme and its implementation over a four-year period. Data in the form of questionnaires, interviews, video recorded lessons, and observations were generated in four cycles to inform reflections and new actions. The data were analysed using procedures associated with content analysis, and interpreted through the lens of cultural historical activity theory. The results show that competing tensions and a lack of focus on a shared object initially led to a delay in building shared knowledge in the beginning of the project. The authors interpret the results from a CHAT perspective and show the value of these tensions for identifying levers of change in a developmental process in the project. In this respect, the missteps of the researchers led to multiple iterations of reflection and action in order to arrive at a shared object, while defining the legitimacy of mediating tools, organisation of division of labour, and effective rules in a higher education programme.en_US
dc.publisherNelson Mandela Metropolitan Universityen_US
dc.relation.ispartofEducational Research for Social Changeen_US
dc.subjectAcademic proficiency.en_US
dc.subjectAcademic support programme.en_US
dc.subjectCultural historical activity theory (CHAT).en_US
dc.subjectEducational action research.en_US
dc.subjectPeer tutor system.en_US
dc.titleBuilding academic support in preservice teacher education using peer tutors: an educational action research project.en_US
dc.typejournal articleen_US
dc.contributor.affiliationSchool of Early Childhood Educationen_US
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item.cerifentitytypePublications- of Early Childhood Education-
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