PEER TUTORING IN ENGLISH TEACHER EDUCATION: A SYSTEMATIC REVIEW

Abstract

This systematic review examines the role of peer tutoring in developing student-centred teaching practices among pre-service English teachers. The study synthesises findings from 27 empirical publications published between 2001 and 2025, identified through a comprehensive search of major academic databases. The review aimed to determine how peer tutoring influences pre-service teachers’ confidence, micro-teaching practices, reflective skills, and emerging professional identity. The results indicate that peer tutoring consistently enhances future teachers’ ability to facilitate interactive learning, provide formative feedback, and implement student-centred instructional strategies. Evidence also shows that peer tutoring strengthens metacognitive awareness and bridges the persistent theory–practice gap in teacher education by offering authentic, low-stakes opportunities for teaching practice. Bibliometric and cluster analyses reveal increasing global interest in peer-assisted learning, particularly in higher education, EFL/ESL contexts, and specialised instructional settings. Overall, the findings confirm that peer tutoring is an effective and adaptable pedagogical model that supports the preparation of confident, reflective, and learner-oriented English teachers. The study highlights the need to integrate structured peer tutoring modules into modern teacher education programmes to better align training with the demands of 21st-century classrooms