Hverandreundervisning i lærerutdanningen
En caseanalyse av studenters opplevde læringsutbytte basert på tre ulike læringsposisjoner
Keywords:
learning by teaching, peer teaching , collective learning, teacher education, theory-practice gap, student-led teachingAbstract
This article investigates what learning outcomes student teachers gain from participating in collective peer teaching? Peer teaching refers to a pedagogical approach where students take responsibility for teaching and facilitating the learning of their peers. Previous studies of peer teaching have shown that this pedagogical approach can support active engagement, improve communicative skills and enhance academic achievement, benefiting both the peer teachers and the peer students. Although learning by teaching is acknowledged as a powerful learning process, this method appears to be relatively scarcely used in higher education.
The empirical study in this article is based on a peer teaching design implemented in the fall of 2023 with 160 students in a pedagogy course in primary teacher education for grades 1–7. Here, students took turns being teachers for the entire class. Ninety-nine students (a response rate of 62%) responded to a digital survey about the perceived learning outcomes, which included both open-ended questions and fixed response categories.
The empirical analysis is organized according to three different learning positions in the classroom: peer teacher learning, peer student learning, and collective peer learning. The findings indicate that peer teaching contributes to both practical and theoretical knowledge acquisition within all three learning positions. To conclude, peer teaching emerges as a pedagogical method that can strengthen many different types of professional education, also teacher education.
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