Assessing the Efficacy of Peer Teaching as an Alternative to Teaching Practice

Authors

DOI:

https://doi.org/10.46328/ijonse.180

Keywords:

Peer teaching, School-based teaching practice, Pre-service teacher professional development, Covid-19 pandemic, Pedagogical content knowledge

Abstract

Globally, the outbreak of the Covid-19 negatively affected human beings across all spheres of live. Higher education was one of the hardest hit sectors as schools closed. In place of the traditional school-based teaching practice, teacher interns did peer teaching. The study used the pedagogical content knowledge framework to assess the effectiveness of peer teaching as a replacement for school-based teaching practice. Questionnaires, interviews and group discussions were used to collect data. The results indicated that peer teaching is a useful strategy to introduce teacher interns to the art of teaching. However, the peer teaching practice environment does not represent the realities of the school classroom. Thus, peer teaching is inadequate to be used as a substitute for school based teaching practice. The results point to need for a thorough review of the use of peer teaching in place of the school-based teaching practice.

Author Biographies

Tshepo Andrew Kgwefane, Molepole College of Education

Computer EducationHead of Department

Gosiame Setogile Masimega, Molepole College of Education

Names:                  Gosiame Setogile MasimegaAffiliation:            Molepolole College of Education, Department of Communication and Study Skills Postal Address:   Bag 008 MolepololeTel:                         (00267) 5920275                Fax: (00267) 5920423                       Email: gmasimega@gmail.comORCID ID:            https://orcid.org/0009-0006-9587-4238

References

Kgwefane, T.A. & Masimega, G.S. (2024). Assessing the efficacy of peer teaching as an alternative to teaching practice. International Journal on Studies in Education (IJonSE), 6(1), 126-141. https://doi.org/10.46328/ijonse.180

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Published

2023-12-28

Issue

Vol. 6 No. 1 (2024)

Section

Articles

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