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dc.contributor.authorKneen, Judith
dc.contributor.authorElaine, Pattison
dc.date.accessioned2016-03-14T16:19:45Z
dc.date.available2016-03-14T16:19:45Z
dc.date.issued2012
dc.identifier.citationKneen, 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).en_US
dc.identifier.issn2054-5266
dc.identifier.urihttp://194.81.189.19/ojs/index.php/TEAN/article/view/114
dc.identifier.urihttp://hdl.handle.net/10369/7771
dc.descriptionThis article was published in Teacher Advancement Network Journal in February 2012 (online)en_US
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesTean Journal;
dc.subjectpeer learningen_US
dc.subjectreciprocal peer teachingen_US
dc.subjectaccountabilityen_US
dc.subjectself-efficacyen_US
dc.subjectconfidenceen_US
dc.subjectcollaborationen_US
dc.subjectdramaen_US
dc.subjectactive learningen_US
dc.subjectactive learningen_US
dc.subjectEnglish student teachersen_US
dc.subjectModern Languages student teachersen_US
dc.title‘Qui Docet Discet’ (Those who teach learn) – how peer teaching can help prepare student teachers for the classroomen_US
dc.typeArticleen_US
dc.date.dateAccepted2012-02


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