Collaborative Learning as the Innovative Didactical Strategy in Teacher Education

• In Event: 64.086 - MTCC Roundtable Session 27
  In Roundtable Session: 64.086-11 - Portfolios as a Vehicle for Collaborative Inquiry and Reflection in Teacher Education

Abstract

The quasi-experimental pre-test post-test study was set up to research the differential impact of reciprocal peer tutoring (RPT) on student teachers’ learning performance in a teacher education program. Learning performance tests were administered together with scales focusing on intrinsic motivation, meta-cognitive awareness, and self-efficacy beliefs. Analysis indicates a positive significant differential effect of reciprocal peer tutoring on student teachers’ learning performance. However, no interaction effect was observed in mediating variables. Qualitative analysis reinforces the quantitative findings. Implications are presented for teacher education and educational policy makers with recommendations to adopt to a stronger extent collaborative ITE approaches; such as reciprocal peer tutoring.

Author

• Shahzad Abid Hussain, The Islamia University of Bahawalpur, Pakistan