ARTICLE

RECIPROCAL PEER TUTORING AND INNOVATION OF INITIAL TEACHER EDUCATION IN PAKISTAN LOOKING THROUGH AN EXPERIMENTAL LENS

  1. HOME
  2. ARTICLE

32 Pages : 240-247

http://dx.doi.org/10.31703/gssr.2019(IV-I).32      10.31703/gssr.2019(IV-I).32      Published : Mar 1

Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens

Abstract

    The current quasi-experimental pre-test post-test study involved master level students enrolled in a teacher education program. The Learning performance test was administered together with survey instruments on intrinsic motivation, metacognitive awareness, and self-efficacy beliefs. Analysis of covariance of results points at a positive significant differential effect of reciprocal peer tutoring on student teachers’ learning performance. However, no interaction effect was observed in mediating variables. Post-reciprocal peer tutoring interviews were organized to analyze students and teachers’ reflections about reciprocal peer tutoring. Implications are presented to educational psychologists, teacher educators, and educational policymakers with recommendations to model collaborative learning approaches; such as reciprocal peer tutoring.

    Collaborative Learning, Peer Tutoring; Teacher Preparation; Learning Performance

    (1) Abid Shahzad
    Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan.
    (2) Rafaquat Ali
    Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan.
    (3) Muqaddas Butt
    Assistant Professor, Department of Education,University of Education, Lahore, Punjab, Pakistan.
Fulltext PDF

References

  • Ahmad, A., & Khan, A. (2017). Provincial Autonomy and Devolution of Language Policy in Pakistan: Retrospect and Prospect. Dialogue, 12(4), 361-378.
  • Baguley, T. (2009). Standardized or simple effect size: What should be reported? British Journal of Psychology, 100(Pt 3), 603-617. https://doi.org/10.1348/000712608X377117
  • Bates, T., Swennen, A., & Jones, K. (2014). The professional development of teacher educators. London: Routledge.
  • Bell, A., & Mladenovic, R. (2014). Situated learning, reflective practice and conceptual expansion: Effective peer observation for tutor development. Teaching in Higher Education, 20(1), 24-36. https://doi.org/10.1080/13562517.2014.945163
  • Berghmans, I., Neckebroeck, F., Dochy, F., & Struyven, K. (2013). A typology of approaches to peer tutoring. Unraveling peer tutors' behavioural strategies. European Journal of Psychology of Education, 28(3), 703- 723. https://doi.org/10.1007/s10212-012-0136-3
  • Carter, A. (2015). Carter review of initial teacher training (ITT). Department for Education. Retrieved from https://www.gov.uk/government/publications/carter-review-of-initial-teacher-training
  • Cheng, Y. C., & Ku, H. Y. (2009). An investigation of the effects of reciprocal peer tutoring. Computers in Human Behavior, 25(1), 40-49. https://doi.org/10.1016/j.chb.2008.06.001
  • Coles, E. K., Owens, J. S., Serrano, V. J., Slavec, J., & Evans, S. W. (2015). From consultation to student outcomes: The role of teacher knowledge, skills, and beliefs in increasing integrity in classroom management strategies. School Mental Health, 7(1), 34-48. https://doi.org/10.1007/s12310-015-9143-2
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Qualitative Health Research (Vol. 9). New York: Sage. https://doi.org/10.1111/1467-9299.00177
  • Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173. https://doi.org/10.1177/0022487100051003002
  • Darling-Hammond, Linda. (1996). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10. https://doi.org/10.2307/3594491
  • Darling-Hammond, Linda. (2011). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: John Wiley & Sons.
  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Flamer Press.
  • Day, C. (2013). Teacher Quality in the Twenty First Century: New Lives, Old Truths. In X. Zhu & K. Zeichner (Eds.), Preparing Teachers for the 21st Century,New Frontiers of Educational Research (pp. 21-38). Heidelberg: Springer. https://doi.org/10.1007/978-3-642-36970-4_4
  • De Backer, L., Van Keer, H., & Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation. Instructional Science, 40(3), 559- 588. https://doi.org/10.1007/s11251-011-9190-5
  • De Hei, Miranda S A, Sjoer, E., Admiraal, W., & Strijbos, J.-W. (2016). Teacher educators' design and implementation of group learning activities. Educational Studies, 42(4), 394-409.
  • De Hei, Miranda Suzanna Angelique, Strijbos, J.-W., Sjoer, E., & Admiraal, W. (2015). Collaborative learning in higher education: Lecturers' practices and beliefs. Research Papers in Education, 30(2), 232-247. https://doi.org/10.1080/02671522.2014.908407
  • Dioso-Henson, L. (2012). The effect of reciprocal peer tutoring and non-reciprocal peer tutoring on the performance of students in college physics. Research in Education, 87(1), 34-49. https://doi.org/10.7227/RIE.87.1.3
  • Donche, V., & Van Petegem, P. (2011). Teacher educators' conceptions of learning to teach and related teaching strategies. Research Papers in Education, 26(2), 207-222. https://doi.org/10.1080/02671522.2011.561979
  • Fantuzzo, J. W., Dimeff, L. A., & Fox, S. L. (1989). Reciprocal peer tutoring: A multimodal assessment of effectiveness with college students. Teaching of Psychology, 16(3), 133-135. https://doi.org/10.1207/s15328023top1603_8
  • Griffin, B. W., & Griffin, M. M. (1997). The effects of reciprocal peer tutoring on graduate students' achievement, test anxiety, and academic self-efficacy. The Journal of Experimental Education, 65(3), 197-209. https://doi.org/10.1080/00220973.1997.9943454
  • Grover, V. K. (2015). Identification of best practices in transfer of training in teacher education as perceived by teacher educators. IJAR, 1(7), 204-209.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381-391. https://doi.org/10.1080/135406002100000512
  • Hamilton, M. L., & Pinnegar, S. (2013). The International Terrain of Teaching and Teacher Education: How can Teacher Educators Prepare Teachers for a World We Cannot Envision. In X. Zhu & K. Zeichner (Eds.),Preparing Teachers for the 21st Century,New Frontiers of Educational Research (pp. 1-403). Heidelberg: Springer. https://doi.org/10.1007/978-3-642-36970-4_4
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Taylor & Francis Group.
  • IBM SPSS. (2012). IBM SPSS. IBM Software Business Analytics
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
  • Korthagen, F. A. J., & Kessels, J. P. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17. https://doi.org/10.3102/0013189X028004004
  • Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020-1041. https://doi.org/10.1016/j.tate.2006.04.022
  • Kumari, S. V. (2014). Cnstructivist approach to teacher education: An integrative model for reflective teaching. Journal on Educational Psychology, 7(4).
  • Lunenberg, M., & Korthagen, F. a. . (2003). Teacher educators and student-directed learning. Teaching and Teacher Education, 19(1), 29-44. https://doi.org/10.1016/S0742-051X(02)00092-6
  • Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586-601. https://doi.org/10.1016/j.tate.2006.11.001
  • Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2), 125-142. https://doi.org/10.1016/j.tate.2004.12.006
  • O'Donnell, A. M., & King, A. (2014). Cognitive perspectives on peer learning. London: Routledge.
  • Polikoff, M. S. (2013). Teacher education, experience, and the practice of aligned instruction. Journal of Teacher Education, 64(3), 212-225.
  • Ryan, M., Carrington, S., Selva, G., & Healy, A. (2009). Taking a ‘reality' check: Expanding pre-service teachers' views on pedagogy and diversity. Asia-Pacific Journal of Teacher Education, 37(2), 155-173. https://doi.org/10.1080/13598660902804303
  • Saleem, M. M., Ahmad, A., & Hussain, S. (2019). The Construction of Factuality in Pakistan's Legal Discourse: a Stylistic Analysis of Logical Fallacies. Review of Economics and Development Studies, 5(2).
  • Shahzad, A. H., Tondeur, J., Zulfqar, A., & Valcke, M. (2015). Exploring teacher educators and student teacher's adoption of didactical strategies in the Initial Teacher Education (ITE) programmes in Pakistan. European Journal of Social Sciences, 50(3), 1-11. Retrieved from http://www.europeanjournalofsocialsciences.com/
  • Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289-302. https://doi.org/10.1080/13598660500286333
  • Southgate, E., Reynolds, R., & Howley, P. (2013). Professional experience as a wicked problem in initial teacher education. Teaching and Teacher Education, 31(1), 13-22. https://doi.org/10.1016/j.tate.2012.11.005
  • Struyven, K., & De Meyst, M. (2010). Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers' and students' points of view. Teaching and Teacher Education, 26(8), 1495-1510. https://doi.org/10.1016/j.tate.2010.05.006
  • Struyven, K., Dochy, F., & Janssens, S. (2010). 'Teach as you preach': The effects of student-centred versus lecturebased teaching on student teachers' approaches to teaching. European Journal of Teacher Education, 33(1), 43-64.
  • Suleman, Q., Aslam, H. D., Habib, B., Gillani, U., & Hussain, I. (2011). Effectiveness of the teacher training programmes offered by institute of education & research, Kohat University of Science & Technology Kohat (Khyber Pukhtunkhwa) Pakistan. International Journal of Humanities and Social Science, 1(16), 305-317.
  • Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321-345. https://doi.org/10.1007/BF00138870
  • Topping, K J. (1995). Organising peer tutoring in higher and further education. Mentoring & Tutoring: Partnership in Learning, 2(3), 25-31. https://doi.org/10.1080/0968465950020306
  • Topping, Keith J., & Bryce, A. (2004). Cross-age peer tutoring of reading and thinking: Influence on thinking skills. Educational Psychology, 24(5), 595-621. https://doi.org/10.1080/0144341042000262935
  • Trees, K. (2013). Effectively teaching diverse student groups: A reflection on teaching and learning strategies. Australian Journal of Adult Learning, 53(2), 234-252.
  • Tudor, I. (2006). Teacher training and https://doi.org/10.1080/02619760600944811
  • Valcke, M. (2013). https://doi.org/10.1007/978-3-642-36970-4_4
  • Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53-64. https://doi.org/10.1080/1359866052000341124
  • Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21(2), 117-124. https://doi.org/10.1016/j.tate.2004.12.001
  • Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3), 357-374.

Cite this article

APA

    APA : Shahzad, A., Ali, R., & Butt, M. (2019). Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens. Global Social Sciences Review, IV(I), 240-247. https://doi.org/10.31703/gssr.2019(IV-I).32

CHICAGO

    CHICAGO : Shahzad, Abid, Rafaquat Ali, and Muqaddas Butt. 2019. "Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens." Global Social Sciences Review, IV (I): 240-247 doi: 10.31703/gssr.2019(IV-I).32

HARVARD

    HARVARD : SHAHZAD, A., ALI, R. & BUTT, M. 2019. Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens. Global Social Sciences Review, IV, 240-247.

MHRA

    MHRA : Shahzad, Abid, Rafaquat Ali, and Muqaddas Butt. 2019. "Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens." Global Social Sciences Review, IV: 240-247

MLA

    MLA : Shahzad, Abid, Rafaquat Ali, and Muqaddas Butt. "Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens." Global Social Sciences Review, IV.I (2019): 240-247 Print.

OXFORD

    OXFORD : Shahzad, Abid, Ali, Rafaquat, and Butt, Muqaddas (2019), "Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens", Global Social Sciences Review, IV (I), 240-247

TURABIAN

    TURABIAN : Shahzad, Abid, Rafaquat Ali, and Muqaddas Butt. "Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens." Global Social Sciences Review IV, no. I (2019): 240-247. https://doi.org/10.31703/gssr.2019(IV-I).32