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This article describes the process of implementing a teaching innovation, the interteaching model, in a second-year psychology course. Interteaching is an evidence-based model that uses guided independent learning and reciprocal peer-tutoring to enhance student engagement and learning. The model shifts the focus from lectures to tutorials: lectures follow tutorials and focus on material identified by students as difficult. As such, the model reconceptualises the roles of students, lecturers and tutors. Qualitative data, analysed by thematic analysis and summarised in this article, suggest that this innovative model of learning has implications for staff workload, particularly in the first implementation, for staff perceptions of their roles, and for how staff renew their conceptualisation of their learning objectives and content. An iterative cycle of review is emphasised by staff who are continuing to revise the interteaching model to best meet the needs of both students and staff.

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Journal Article

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