Search results for: Peers
Page 1/2 12 items
This article reports on the professional benefits of using Critical Friends Group discussion protocols within a Collaborative Action Research project facilitated by two teacher-educators with four junior secondary school teachers in New Zealand. The teachers were encouraged to conduct Action Research projects on topics of their own choice. Critical Friends Group discussions were one of the several strategies implemented to provide for collaboration in the Action Research process. The findings highlight how Critical Friends Group protocols assisted collegial discussions by supporting the professional integrity of participants as they disclosed problems and gave peer feedback aimed at elevating the effectiveness of each other’s practice. The protocols set up a safe space for the teachers to challenge assumptions and make suggestions leading to deeper thinking, pedagogically rich conversations and reflective listening. The Critical Friends Group discussions were complemented by other Action Research activities. Reviewing literature increased the pedagogical content knowledge available to the group. In-class observations supported teachers to identify professional problems for critique and pushed teachers to action ideas from Critical Friends Group discussions. The article concludes by advocating for teachers, teacher-leaders, and teacher-educators to explore using Critical Friends Group protocols because of the capacity to promote deep, collegial examination of pedagogical practices.
Updated: Jul. 15, 2021
Tutors have an important teaching role in higher education (HE), but rarely receive professional development beyond one-off generic workshops or seminars. Any feedback on their teaching is typically in the form of an evaluation, rather than focussed on enhancing tutors’ teaching practice. To address this gap, the authors devised a professional development programme that incorporated video-recorded observations, informal student feedback, self-reflection, and peer mentoring. Twelve tutors and six mentors participated in the programme. Data included focus group interviews and audio-recorded meetings between mentors and tutors. Benefits to tutors included enhanced self-reflection, collegiality, increased confidence in teaching ability, and positive outcomes for their students’ learning. The interdisciplinary pairing of tutors and mentors resulted in dialogue that was non-evaluative, supportive, and collegial. The authors argue that video-recorded observations combined with peer mentoring and student feedback can enhance teaching quality by providing tutors with contextual, relevant, and individualised professional development.
Updated: May. 15, 2021
This article proposes a learning development (LD) perspective to peer learning in higher education. This article focuses on the PAL scheme, which was introduced at Plymouth University in 2011 (PALS@Plymouth) with the specific intention to promote a LD perspective. The author conducted a small scale study based on informal, semi-structured interviews seeking the views of PALS leaders about how their involvement in the scheme might serve to focus attention not just on individual student needs but on to problems arising from academic practices more broadly. The interviews with the PALS leaders revealed the value of learning from peers. The author suggests that student-led sessions could offer opportunities to assimilate and gain confidence in academic discourse, as advocated by PALS leaders in this study.
Updated: Oct. 01, 2017
This article explores organizational and peer dynamics that impact the potential for productive, trusting peer relationships. Findings indicated that trust in a reciprocal peer coaching context is formed through the development of emotional attachment and mutual confidence enhanced by confidentiality. In addition, the openness that comes through trusting enough to make ourselves vulnerable leads to the confidence to share plans for the future and to reveal important values.
Updated: Nov. 30, 2016
The purpose of this study was to understand the ways in which undergraduates grew and developed through participation in a holistic peer-mentoring experience. Twenty-two patterns of protégé growth emerged from the analysis of the data, which were organized conceptually into six overarching, emergent themes of protégé development: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical wellbeing, and aspiration. The authors argue that the very high rates of protégé growth within the themes of academics, social connectedness, and maturity raise the possibility that growth in these thematic dimensions may be synergistic and mutually reinforcing.
Updated: Nov. 07, 2016
This study investigated the influence of only two factors on students’ willingness to mentor: a personality-related factor (altruism) and a contextual factor (organizational culture). The quantitative analysis shows that organizational culture and altruism significantly impact students’ willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. The study suggests that universities do have a role to play in promoting students’ interest in peer mentoring programs through the development of a culture of support and mutual help.
Updated: Aug. 30, 2015
Primary Teacher Trainee Perspectives on a Male-Only Support Group: Moving Male Trainee Teachers beyond the ‘Freak Show’
This paper reports on male trainees’ reactions to a pilot year intervention in which a male-only support group was set up. The participants were 12 male trainees. Overall, male trainees’ responses indicated that the introduction of the male-only group was an effective strategy to address the issue of being vulnerable and feeling ‘isolated’ in a female-dominated environment.
Updated: Nov. 11, 2013
The author argues that the practice of speaking and listening to strangers is crucial to democratic citizen formation. The author outlines a discursive approach to the cultivation of enlightened political engagement in schools. The author argues that schools are the best available sites for this project because they have the key assets: diverse schoolmates, problems, strangers, and curriculum and instruction. The author concludes that schools in societies with democratic ideals are obligated to cultivate enlightened and engaged citizens. Helping young people form the habits of listening to strangers, at that very public place called school, should advance this work.
Updated: Nov. 23, 2010
In this study, the authors sought to understand (a) how their six preservice teachers, who paired together in a pre-student teaching placement, experience and perceive the value of collaboration with a peer and cooperating teacher and (b) what facilitates or inhibits collaboration. Results from two successful and one less than successful placement indicate that mutuality, scaffolding, and the appropriation of skills and resources facilitate productive collaboration and promote professional learning. Recommendations are provided to guide the implementation or refinement of partner placements.
Updated: Nov. 14, 2010
International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers
The authors explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members.
Updated: Jan. 05, 2009