Innovative educational approaches to improve the quality of teacher learning require changes to the traditional teacher role towards operating as co-learners and co-facilitators, and working in teacher teams, with considerable... [ view full abstract ]
Innovative educational approaches to improve the quality of teacher learning require changes to the traditional teacher role towards operating as co-learners and co-facilitators, and working in teacher teams, with considerable professional learning supporting this. Lave and Wenger (1991, 31) also made an assumption that learning is an integral and inseparable aspect of social practice where a person is not seen as an individual but part of a cultural and community context.
Thus, the purpose of this paper was to explore PETE students’ teacher learning experiences in Folk Dance class conducted with Peer Tutoring Model through community of practice (CoP).
This case study examines PETE students’ teacher learning experiences of non-reciprocal Peer Tutoring model in a newly constructed CoP. This CoP consisted of ten tutors of second grade PETE students and their Folk Dance class lecturer as an expert role. The two teacher educators in physical education department performed as a critical friend in conducting Peer tutoring model.
Multiple sources of data collection were employed: teacher field notes, pre and post interviews with tutor PETE students, post interview with tutee PETE students, audio of CoP meetings, audio of post lesson reflections among PETE students both tutor and tutees and lecturer, video of lessons.
Data were analysed through inductive analysis and constant comparison and the themes emerged were: “one to one interaction: pay attention to individual characteristics”, “not only learning tasks but also culture of learning”, “changing roles”.
The data revealed that PETE students adopt teaching role by discussing and engaging in conversation with peers and they create their own learning culture through being active participants in the practices of social communities.
As a result, PETE students informally and collaboratively learn from each other and form strong identities as teaching professionals when they work with peers in community of practice.
