Improving Pre-Service Teacher Learning through Peer Teaching: Process, People and Product

Autor/inn/en	Parr, Graham; Wilson, Jeni; Godinho, Sally; Longaretti, Lyn
Titel	Improving Pre-Service Teacher Learning through Peer Teaching: Process, People and Product
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 12 (2004) 2, S.187-203 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Preservice Teacher Education; Program Effectiveness; Peer Teaching; Improvement Programs; Questionnaires; Interviews; Student Centered Curriculum; Student Experience; Literature Reviews; Program Implementation; Formative Evaluation; Foreign Countries; Student Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Peer group teaching; Peer Group Teaching; Effizienzsteigerung; Fragebogen; Interviewing; Interviewtechnik; Studienerfahrung; Ausland; Australien
Abstract	This research investigates the perceptions of first-year Bachelor of Teaching students (primary and secondary) and Diploma of Education students (secondary) about their peer teaching experience in a postgraduate subject called Curriculum and Assessment. Peer teaching is a learner-centred approach to teaching and learning that is intended to provide significant benefits for learners' knowledge, skills and metacognition. However, concerns have been raised over the quality of the learning and teaching and the risks associated with such a pedagogy. In the present study, student responses to questionnaires and semi-structured interviews were analysed, using a mixed methods approach, with respect to three broad and somewhat interconnected categories: "process", "people" and "product". These responses suggested a wide range of reactions to peer teaching, but overall students feel they benefited from the experience. The findings of this study should be of interest to lecturers and students in pre-service teacher education courses, especially. Knowledge about peer teaching, learning and assessment would be especially valuable for both education lecturers and beginning teachers seeking to design and manage learner-centred pedagogy in their own primary, secondary and tertiary classrooms. However, the results of this research would have far-reaching appeal for all teaching and learning contexts. (Contains 1 table, 1 figure and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10