Buradasınız

Anasayfa » Content

An Investigation of Peer-Teaching Technique in Student Teacher Development

Journal Name:

  • The International Journal of Research in Teacher Education

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Pre-service TEFL programs are designed to prepare candidate teachers of English language for their future careers. To this end they provide students with a wide variety of techniques and strategies for enabling them to acculturate into their profession. An effective way of creating a professional learning community is to use a process of peer-teaching. The present study attempts to examine the impact of peer-teaching application on pre-service EFL teachers’ understandings of methodology course content and its effect on their learning and teaching experiences. The main goals of this study are to find out how teacher candidates view peer-teaching and how they think their understanding of course content is affected when peer-teaching technique is implemented. The study cohorts 38 pre-service teachers enrolled in a 14 week methodology course at a large, public university in Istanbul. Data were collected qualitatively via observations, interviews, peer-evaluation papers and self-analysis reports. All interview transcripts and written samples were inductively analyzed. Findings suggest that peer-teaching exercise is found valuable by teacher candidates in that it helps them to increase learning and to be reflective and at the same time provides the students the opportunity of self-reflection which later might lead to development of their teaching and evaluation skills.
Bookmark/Search this post with
Abstract (Original Language): 
ngiliz Dili Egitim Programları, ngilizce ögretmeni adaylarını gelecekteki mesleklerine hazırlamak üzere yapılandırılmıs programlardır. Bu amaç dogrultusunda söz konusu programlar ögrencilere mesleki bilgi ve becerileri kazandırmak için çesitli teknik ve stratejiler sunarlar. Ögrencilerin mesleki donanımı kazanmalarında etkili yollardan biri de akran ögretimi sürecidir. Bu çalısmada akran ögretimi uygulamasının ngilizce ögretmen adaylarının yöntem derslerinin içerigini anlama ve kendi ögrenme ve ögretme deneyimleri üzerindeki etkisinin arastırılması amaçlanmıstır. stanbul’da bir devlet üniversitesinde yürütülen bu nitel çalısmaya yöntem dersine kayıtlı 38 ngilizce ögretmeni adayı katılmıs, çalısma 14 hafta sürmüstür. Veriler gözlem, görüsme, akran degerlendirme formları ve öz degerlendirme raporları yoluyla elde edilmistir. Tüm görüsme kayıtları ve yazılı belgeler tümevarımsal yöntemle çözümlenmistir. Bulgular, akran ögretimi tekniginin ögrenciler tarafından etkili bulundugunu göstermistir. Çalısmaya katılan ögrenciler bu surecin kendi ögretim tekniklerini ve degerlendirme becerilerini gelistirdigini öne sürmüslerdir.
FULL TEXT (PDF): 
PDF icon arastirmax-investigation-peer-teaching-technique-student-teacher-development.pdf
  • 3
10
19
  • English

REFERENCES

References: 

Akalin S (2005). Comparison between traditional teaching and microteaching during school
experience of student-teachers. Eurasia Journal of Educational Research, 20, 1-13.
Amobi, F. A. (2005). Preservice teachers' reflectivity on the sequence and consequences of teaching
actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115-130.
Bell, N.D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, 24–
40.
Benton-Kupper, J. (2001). The microteaching experience: student perspectives. Education, 121, 830-
835.
Berthoff, A. (1987). The teacher as researcher. In D. Goswaqmi & P. Stillman (Eds.), Reclaiming the
classroom: teacher research as an agency for change (pp. 28-39). Portsmouth, NH:
Boynton/Cook- Heinemann.
Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State
University of New York press.
Bullough, R.V., & Gitlin, A. (1989). Toward educative communities: Teacher education and the quest
for the reflective practitioner. Qualitative Studies in Education, 2(4), 285-298.
Burnaford, G., Fischer, J., & Hobson, D. (1996). Teachers doing research: Practical possibilities.
Mahwah, NJ: Lawrence Erlbaum Associates.
Calderhead, J. (1989) Reflective teaching and teacher education. Teaching and Teacher Education,
5(1), 43-51.
Cannings, T., Talley, S. (2003). Bridging the gap between theory and practice in preservice education:
The use of video vase studies. Retrieved from
http://delivery.acm.org/10.1145/860000/857102/p17-
cannings.pdf?key1=857102&key2=7964584921&coll=DL&dl=ACM&CFID=5838513&CFT
OKEN=52089848 on April 3, 2010.
Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny.
Teaching and Teacher Education, 11(3), 243-261.
Cochran-Smith, M. & Lytle, S.L. (1993). Inside/outside: Teacher research and knowledge. New York:
Teachers College Press.
Cochran-Smith, M., & Lytle, S. S. (1999). Relationship of knowledge and practice: Teacher learning
in communities. Review of Research in Education, 24(1), 249–301.
Copeland, W., Birmingham, C., De la cruz, E., & Lewin, B. (1993) The Reflective Practitioner in
Teaching: towards a research agenda. Teaching and Teacher Education, 9, 347-359.
Courneya, C.A., Prat, D.D., & Collins, J. Through What Perspective Do We Judge the Teaching of
Peers? Teaching and Teacher Education, 24(1), 69-79.
Frank, M. L. (1990). What myths about mathematics are held and conveyed by teachers? Arithmetic
Teacher, 37(5), 10-12.
Gimenez, T. (1999). Reflective teaching and teacher education contributions from teacher training.
Linguagem & Ensino, 2(2), 129-143. Retrieved from http://www
.rle.ucpel.tche.br/php/edicoes/v2n2/F_gimenez.pdf on March 10, 2010
Goodlad, J. (1990). Teachers for our nation’s schools. San Francisco, CA: Jossey-Bass.
Göker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher
education. System, 34(2), 239-254.
Kavanoz, H. S & Yüksel G. / IJRTE 2010, 1(Special Issue): 0-19
The International Journal of Research in Teacher Education (IJRTE)
18
Grossman, G.M., & Onkol, P.E., & Sands, M. (2007). Curriculum reform in Turkish teacher
education: attitudes of teacher educators towards modernization in an EU candidate nation.
International Journal of Educational Development, 27, 138–150.
Handler, M.G. (1993). Preparing new teachers to use computer technology: perceptions and
suggestions for teacher educators. Computers and Education, 20, 147-156.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards a definition and
implementation. Teaching and Teacher Education, 11(1), 33–49.
Harford, J., & MacRuairc, G. (2008) Engaging student teachers in meaningful reflective practice.
Teaching and Teacher Education, 24(7), 1884-1892.
I'anson, J., Rodrigues, S., & Wilson, G. (2003). Mirrors, reflections and refractions: The contribution
of microteaching to reflective practice. European Journal of Teacher Education, 26(2), 189-
199.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), pp.
65–90.
Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British
Journal of Educational Technology, 32(4), 483-486.
Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
McKenna, L., & French, J.(2010). A step ahead: Teaching undergraduate students to be peer teachers,
Nurse Education in Practice (2010), doi:10.1016/j.nepr.2010.10.003
McNamara, O., Roberts, L., Basit, T., & Brown, T. (2002). Rites of passage in initial teacher training:
Ritual performance, ordeal and numeracy skills test. British Educational Research Journal,
28(6), 863–878.
Metcalf, K. K. (1993). Critical factors in on-campus clinical experience. Teaching Education, 5, 164-
174.
Metcalf, K. K., Ronen Hammer, M. A., & Kahlich, P. A. (1996). Alternatives to field-based
experiences: The comparative effects of on-campus laboratories. Teaching and Teacher
Education, 3, 271-283.
Molebash, P. (2004). Preservice teacher perceptions of a technology-enriched methods course.
Contemporary Issues in Technology and Teacher Education, 3(4), 412-432.
Peker, M. (2009) The use of expanded microteaching for reducing preservice teachers’ teaching
anxiety about mathematics. Scientific Research and Essay, 4(9), 872-880 retrieved from
http://www.academicjournals.org/sre/PDF/pdf2009/Sep/Peker.pdf on February 12, 2010.
Putnam, J., & Grant, S.G. (1992) Reflective Practice in the Multiple Perspectives Program at Michigan
State University, in Valli, L. (Ed.) Reflective teacher education: Cases and critique (pp.92-
98). Albany: State University of New York Press.
Ross, D. D., Johnson, M., & Smith, W. (1992). Developing a professional teacher at the university of
Florida. In L. Valli (Ed.), Reflective teacher education: Case and critiques (pp. 24–39).
Albany: State University of New York Press.
Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Gielen, S., & Sierens, E. (2006). Educating for
learning-focused teaching in teacher training: The need to link learning content with practice
experiences within an inductive approach. Teaching and Teacher Education, 22(7), 874-897.
Sherin, M.G. & van Es, E.A. (2005). Using video to support teachers’ ability to notice classroom
interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
An Investigation of Peer-Teaching Technique in Student Teacher Development
© Educational Research Association, All rights reserved.
19
Schön, D. (1983). The reflective practitioner. New York: Basic Books.
Strauss, A. & Corbin, Juliet M. (1990). Basics of qualitative research, grounded theory, procedures
and techniques. Newbury Park: Sage.
Subramaniam K (2006). Creating a microteaching evaluation form: the needed evaluation criteria.
Education, 126(4), 666-667.
Tairab, H. (2003). The role of reflection in facilitating pre-service primary school teachers’
professional growth. Journal of Faculty of Education, 18(20), 5- 25.
Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology,
71, 573-582.
Tsang, W.K. & Wong, M. (1996). Journaling as a reflective tool for pre-service teacher trainees. The
Journal of Teaching Practice. 15(1), 24-39.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States.
Peabody Journal of Education, 72, 67-88.
Vare, J. W. (1994). Partnership contrasts: microteaching activity as two apprenticeships in thinking.
Journal of Teacher Education, 45, 209-217.
YÖK (1998). Egitim fakülteleri ögretmen yetistirme programlarının yeniden düzenlenmesi. Ankara:
YÖK.
YÖK (2007). Ogretmen yetistirme ve Egitim fakülteleri (1982-2007). Ankara: YÖK.
Zeichner, K. (1993) Traditions of Practice in US Preservice Teacher Education Programs. Teaching
and Teacher Education, 9, 1-13.
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching. Mahwah, NJ: Lawrence Erlbaum.

Thank you for copying data from http://www.arastirmax.com