A Didactic Analysis of Student Content Learning during the Reciprocal Style of Teaching

Autor/inn/en	Hennings, John; Wallhead, Tristan; Byra, Mark
Titel	A Didactic Analysis of Student Content Learning during the Reciprocal Style of Teaching
Quelle	In: Journal of Teaching in Physical Education, 29 (2010) 3, S.227-244 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Feedback (Response); Undergraduate Students; Teaching Styles; Psychomotor Skills; Reciprocal Teaching; Peer Teaching; Preservice Teachers; Physical Education; Physical Activities; Educational Strategies; Physical Education Teachers; Interviews; Instructional Effectiveness; Methods Research + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Psychomotorische Aktivität; Peer group teaching; Peer Group Teaching; Körpererziehung; Sportunterricht; Lehrstrategie; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Interviewing; Interviewtechnik; Unterrichtserfolg; Methodenforschung
Abstract	Peer-assisted learning (PAL) strategies, such as the reciprocal style of teaching, have been shown to be effective in developing motor skills. Despite this research, little is currently understood of how PAL strategies influence the teaching-learning process. The purpose of this study was to use a didactic methodology (Amade-Escot, 2005) to examine the content taught and learned by two pairs of undergraduate students participating in reciprocal style (Mosston & Ashworth, 2002) episodes of indoor climbing. The didactic protocol included collecting data regarding student intentions, actions and interpretations of content, and the identification of problematic episodes in the teaching-learning process or Critical Didactic Incidents. The participants' improved their knowledge and performance of lower complexity climbing skills. Participants' failure to construct more sophisticated climbing content was as a result of deficiencies in the peer observer's in-task error diagnosis feedback and teaching style imposed constraints on teacher intervention. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10