‘Qui Docet Discet’ (Those who teach learn) – how peer teaching can help prepare student teachers for the classroom
Author
Kneen, Judith
Elaine, Pattison
Date
2012Type
Article
ISSN
2054-5266
Metadata
Show full item recordAbstract
This study in reciprocal peer teaching (RPT), in an English Higher Education
Institution (HEI), enabled PGCE students teaching English and Modern
Languages at secondary level to develop their confidence in interactive teaching
methods. Students focussed on developing drama techniques, an area for
improvement in both cohorts. Research centred on whether student teachers
found RPT beneficial in fostering classroom skills and confidence, which was
evaluated through assessing students’ self-efficacy in particular tasks. In a mixed
methods study, self-efficacy for using drama techniques was measured via
questionnaires based on the Teaching Confidence scale and a focus group
elicited RPT data. Findings demonstrated increased confidence levels post to
pre-test in using drama techniques; students highlighted the positive benefits of
collaboration, application and adaptation of pedagogy. The emotional impact of
the RPT process was an unexpected finding however, reinforced by the focus
group, although with greater emphasis on the cognitive benefits of the process.
Findings demonstrated increased self-efficacy through acknowledgment of
mastery and vicarious experiences. Whilst there were limitations in view of the
small scale of the project, short-term benefits were derived by students and the
project will continue to be used at the HEI as an effective method of skills
sharing.
Journal/conference proceeding
Tean Journal;
Citation
Kneen, J. and Pattison, E. (2012) '‘Qui Docet Discet’(Those who teach learn)–how peer teaching can help prepare student teachers for the classroom', Teacher Advancement Network Journal, 4(2).
Description
This article was published in Teacher Advancement Network Journal in February 2012 (online)
Collections
- Education Research [256]
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