Search results for: Peer teaching
Page 1/2 14 items
In this article, the authors describe a pilot mentoring program which includes the under-representation of female researchers in senior academic positions by supporting early career development for young academics at two faculties at a Danish university. The authors analyze the benefits of mentoring to postdoc female researchers’ career, to the mentees, and to the higher education institution. The implementation of the structured mentoring program demonstrates a level of institutional support that helped strengthen self-confidence and individual development, and provided access to experienced researchers’ knowledge about career planning and integration in the research environment.
Updated: Aug. 08, 2017
Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
This study aimed to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. The findings revealed that microteaching sessions provided pre-service teachers experiences in a controlled and supportive environment. The microteaching process also provided vicarious experiences to the PSTs through observation of teaching performance of teammates and other participants. The a collaborative peer microteaching (Cope-M) process created a practice of discussion-based and supportive teaching to shift the PSTs’ teaching practice to a more robust understanding. Furthermore, the findings suggested that the level of self-efficacy beliefs toward science teaching were positively affected by the Cope-M and were affected slightly negatively after early field experiences.
Updated: Mar. 06, 2017
In this article, the authors focused on observed and perceived feedback on practice among teachers, who participated in a peer coaching program. The authors focused on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. The results showed that the elements of the peer coaching program were proven as an effective professional development activity: watching video excerpts, asking open-ended, solution-focused questions, acknowledging coached teachers, and helping them to tackle their goals were confirmed as parts of an effective feedback environment.
Updated: Nov. 07, 2016
“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions
In this article, the authors explore how relationships between peer facilitators and students in a Peer-Assisted Study Sessions (PASS) program impacted on education students as independent learners. The findings reveal that PASS participants discussed experiences of the program, revealing tensions between what students and facilitators felt should happen in PASS, and how they acted differently. The authors conclude that they recognize the importance of training that focuses on facilitating student-centered sessions, which address study skills and deepen understanding of course material. Facilitators could be encouraged to work collegially in generating a range of activities that promote active learning for PASS participants.
Updated: Oct. 09, 2016
Trajectories of Mentors’ Perceived Self-Efficacy during an Academic Mentoring Experience: What They Look Like and What are their Personal and Experimental Correlates?
In this study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program.
Updated: Jun. 05, 2016
On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010
This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of Supplemental instruction (SI). The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.
Updated: May. 18, 2015
This study examined elementary preservice teachers’ knowledge and application of science vocabulary during peer teaching. The purpose of this study was to: (1) examine preservice teachers’ knowledge of elementary science vocabulary at the beginning and end of a science methods course, and (2) document preservice teachers’ use of elementary science vocabulary commonly used in elementary science instruction during initial science teaching experiences. The data reveal that preservice teachers’ initial knowledge of elementary science vocabulary was lacking , despite the successful completion of high school and college science coursework. The findings indicate that the course positively impacted the preservice teachers’ knowledge of select elementary science vocabulary.
Updated: Apr. 13, 2014
This article presents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. In this literature review, the author summarized the distinct perspectives that have been theorized and researched. He also reviewed several typologies including peer mentoring, one-to-many mentoring, and many-to-one mentoring, and many-to-many mentoring that have been identified in the research. Finally, he identified significant gaps that exist in the study of group mentoring.
Updated: Mar. 11, 2014
The present article examines the University of Johannesburg, South Africa, as a newly merged institution that is in the process of transforming from a formerly segregated academic context. Recently, students who come from diverse backgrounds and have diverse levels of preparedness enroll to this university. These backgrounds and levels of preparedness place unique expectations on lecturers and peer tutors. The researchers argue that without incorporating tutor development into the mainstream disciplines, peer tutors will not be able to effectively act as facilitators of subject content and discourse.
Updated: Jan. 02, 2011
The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident.
Updated: May. 25, 2010