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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.
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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.
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An Investigation of Peer-Teaching Technique in Student Teacher Development
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