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    Effective Use of Collective Peer Teaching in Teacher Education

    Proposal review

    Maximizing Student Learning

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    Author(s)
    Baltzersen, Rolf K
    Language
    English
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    Abstract
    Effective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and firsthand empirical research conducted with pre-service teachers. Building on Vygotsky's (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of this book focuses on findings from two separate teacher education programs, while the second analyzes the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, this book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea. This book will appeal to researchers, faculty, and teacher educators with interests in theories of learning and international and comparative education. Its crucial insights into how learning can be maximized in the classroom will provide a nuanced picture of the complexity of learning processes.
    URI
    https://library.oapen.org/handle/20.500.12657/77157
    Keywords
    collective intelligence; collective learning; pedagogy; peer student learning; peer teacher learning; pre-service teachers; Vygotsky
    DOI
    10.4324/9781003403586
    ISBN
    9781003817826, 9781003403586, 9781032517261, 9781032513461, 9781003817826
    Publisher
    Taylor & Francis
    Publisher website
    https://taylorandfrancis.com/
    Publication date and place
    2024
    Imprint
    Routledge
    Series
    Routledge Research in Teacher Education,
    Classification
    Education
    Pages
    144
    Rights
    http://creativecommons.org/licenses/by-nc-nd/4.0
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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