Hverandreundervisning i lærerutdanningen.
En caseanalyse av studenters opplevde læringsutbytte basert på tre ulike læringsposisjoner
Emneord (Nøkkelord):
å lære ved selv å undervise, hverandreundervisning, kollektiv læring, studentledet undervisning, lærerutdanning, teori-praksis gapSammendrag
Denne artikkelen undersøker hvilket læringsutbytte lærerstudenter opplever ved å delta i kollektiv hverandreundervisning. Hverandreundervisning viser til en pedagogisk tilnærming der studenter tar ansvar for å undervise og legge til rette for læring blant medstudenter. Tidligere studier har vist at denne metoden kan fremme aktiv deltakelse, styrke kommunikative ferdigheter og styrke det faglig utbyttet – til fordel for både den som underviser og den som undervises.
Til tross for at det å lære gjennom å undervise er anerkjent som en kraftfull læringsform, ser det ut til at metoden fortsatt er relativt lite brukt i høyere utdanning. Den empiriske studien i artikkelen er basert på et hverandreundervisningsopplegg gjennomført høsten 2023, med 160 studenter i et pedagogikkemne i grunnskolelærerutdanning for trinn 1–7. Her byttet studentene på å undervise hele klassen. Nittini studenter (svarprosent på 62 %) besvarte en digital spørreundersøkelse om opplevd læringsutbytte, bestående av både åpne spørsmål og faste svarkategorier.
Den empiriske analysen er organisert rundt tre ulike læringsposisjoner i klasserommet: læring i studentlærerposisjonen, læring i studentdeltakerposisjonen og som en del av en kollektiv læringsprosess i hele klassen. Funnene viser at hverandreundervisning bidrar til både praktisk og teoretisk kunnskapsutvikling innenfor alle tre læringsposisjonene. Samlet sett viser funnene at hverandreundervisning er en pedagogisk metode med potensial til å styrke ulike former for profesjonsutdanning – også lærerutdanningen.
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