GSSR - Global Social Sciences Review

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

http://dx.doi.org/10.31703/gssr.2019(IV-I).32 10.31703/gssr.2019(IV-I).32
Authored by : AbidShahzad , RafaquatAli , MuqaddasButt

32 Pages : 240-247

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 â€˜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.

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 â€˜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.