ABSTRACT
In previous chapters, I argued that teachers use peer tutoring because of the benefits it brings to participants, and because of its theoretical basis which enables practitioners and researchers to frame and test questions. In this chapter, I shall use one of my case studies to illustrate how we may gain a deeper understanding of what happens during tutoring, and learn how theory can help us understand why some things went wrong. In this way, we can use theory to help us inform our future practice.
