‘Qui Docet Discet’ (Those who teach learn) – how peer teaching can help prepare student teachers for the classroom

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 Education Advancement Network (TEAN), 4 (2).

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Abstract

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.

Item Type: Article
Journal or Publication Title: Teacher Education Advancement Network (TEAN)
Publisher: Teacher Education Advancement Network (TEAN)
Departments: Services > Academic Quality & Development > CDEPP
Depositing User: Linda Shore
Date Deposited: 05 Jul 2012 08:17
Last Modified: 10 Feb 2017 11:00
URI: http://insight.cumbria.ac.uk/id/eprint/1359

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