Experiences of university students and their professor with peer teaching: Feedback

Lea Železnik Mežan

doi:10.52165/kinsi.30.3.98-111

Authors

Lea Železnik Mežan University of Ljubljana, Faculty of Sport

DOI:

https://doi.org/10.52165/kinsi.30.3.98-111

Keywords:

pedagogical model, reciprocal style, physical education, sport, qualitative methodology

Abstract

Background: Reciprocal style or reciprocal peer teaching is based on peer-assisted learning and promotes learning with the help of peers and positive interdependence. Learners are paired and swap the roles of doer (i.e. tutee) and helper (i.e. tutor) to maximise each other’s learning. Reciprocal peer teaching has been shown to be an effective instructional model for use in schools. Purpose: The aim of this study was to investigate university students’ and professor’s experiences of reciprocal peer teaching in athletics, focusing on observation, cooperative skills, and transitions. We were interested in whether prospective teachers and trainers would use this pedagogical model in the future. Methods: 36 university students participated in 45 45-minute lessons in athletics using reciprocal peer teaching. Semi-structured group interviews with randomly selected students took place twice for each study group. During the study, the professor-as-researcher wrote a reflective analysis after each lesson. Data were analysed using thematic analysis and constant comparison. Results: Three themes were identified that described the students’ and professor’s attitudes towards reciprocal peer teaching: (a) ‘Knowledge and observation’, (b) ‘Interpersonal and small-group skills’, and (c) ‘Usefulness and transition’. Discussion and Conclusions: According to the results, we believe that modern teaching approaches should have a place in pedagogically orientated university courses. For future research, we suggest investigating primary and secondary students’ experiences with peer teaching in Physical Education.

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