The focus of this study is the review of literature on peer tutoring, a powerful cooperative strategy where interaction within a pair of students is organized between tutor and tutee, working together providing assistance, instruction and feedback. Although the previous literature reviews showed peer tutoring was beneficial among K-12 music students, this review aims at providing data on the benefits, but also limitations present in studies in formal and informal music education at all academic stages. All of this, with the aim of discussing how peer tutoring can contribute to reducing barriers in music education. Overall, 51 studies published from 1980 to 2021 in peer-reviewed journals, dissertations, and books were analysed. The results reveal the potential of peer tutoring in music education, as well as point to specific elements to be considered to make the most of this paedagogical tool for teaching and learning music.

本研究的重点是对同伴辅导的文献综述，这是一种强大的合作策略，其中一对学生的互动是在导师和学生之间组织的，共同提供帮助、指导和反馈。尽管先前的文献综述表明同伴辅导对 K-12 音乐学生有益，但本综述旨在提供有关益处的数据，但也说明了在所有学术阶段的正式和非正式音乐教育研究中存在的局限性。所有这些，旨在讨论同伴辅导如何有助于减少音乐教育的障碍。总体而言，对 1980 年至 2021 年在同行评审期刊、论文和书籍中发表的 51 项研究进行了分析。结果揭示了同伴辅导在音乐教育中的潜力，