著者

竹腰 千絵

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.54, pp.371-384, 2008-03-31

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Tutorials are one of the core teaching methods in British higher education and are a student-centered small group learning practice. It greatly differs from passive learning. Why did the tutorial system spread to other British universities? What are the unique elements of tutorials? This paper focuses on the transition and transformation of tutorials in British higher education, and attempts to find the inherited and unchanged elements of tutorials during the diffusion from Oxbridge to other universities. The first conclusion is that the unique elements of tutorials are (1) student-centered, (2) small group, (3) pastoral and academic care, and (4) Socratic method. The second conclusion is that, through diffusion, all universities which introduced tutorials inherited the first element. Concerning the second element, the size of groups is slightly bigger at London University and the Civic Universities. Of the third element, London University and the Civic Universities did not inherit both the pastoral and academic care, just the academic aspect of tutorials. However, the New Universities, which tried to introduce the "Oxbridge tutorial" inherited the third element, retaining the pastoral care as well as the academic care, dividing the two on occasion. As regards the fourth element, further research including interviews with tutors and students will be required for deeper consideration.