"Careful, Now You Are Both the Learner and the Teacher!": Student Teachers' Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training

Autor/inn/en	Seroussi, Dominique-Esther; Yaffe, Yossi; Sharon, Rakefet
Titel	"Careful, Now You Are Both the Learner and the Teacher!": Student Teachers' Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training
Quelle	In: International Education Studies, 10 (2017) 6, S.100-113 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Preservice Teachers; Science Teachers; Student Teacher Attitudes; Inquiry; Active Learning; Peer Teaching; Lecture Method; Course Content; Self Concept; Introductory Courses; Zoology; Science Instruction; Reflective Teaching; Pedagogical Content Knowledge; Semi Structured Interviews; Israel + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Aktives Lernen; Peer group teaching; Peer Group Teaching; Kursprogramm; Selbstkonzept; Einführungskurs; Zoologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz
Abstract	Linking between pedagogical content knowledge and high-level subject-matter knowledge in science teacher training remains a challenge. This paper analyses the reaction of beginning student teachers to an activity designed for this purpose, "peer lecturing." This activity was a part of the requirements of an introductory zoology course, and included students' literature inquiry processes oriented to answer a question linked to the course's contents, followed by whole class presentation of the knowledge acquired in the inquiry. According to students' view, it seems that the inquiry component and the peer learning component of the activity induced original characteristics in the activity concerning student teachers' self-concept, students' beliefs about the level of knowledge needed to teach science, their treatment of prior conceptions, and multiple sources of reflective thinking on science teaching. On the basis of these results, the further development of teacher training activities is envisioned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01