A training buddy peer-review process within physical education initial teacher education

Abstract

Purpose – Innovation in enhancing reflective abilities of trainee teachers was explored in this small-scale qualitative study. Opportunities for active engagement in peer- and self-reflection were provided to two cohorts of British Post-Graduate Physical Education trainee teachers (n=45: male=28, female=17), aged 21-30 years. Design/methodology/approach – Trainees were assigned a peer buddy, and tasked with the dual responsibility of being and having a training buddy for a lesson observation during two school placements. They visited each other's school and recorded their buddy teaching a lesson. Immediately afterwards, they watched the recording together, engaging in reflective discussion. Trainees acted as both a critical friend and a supportive extra pair of eyes, whilst also assuming the role of reflective practitioner. Data were collected through surveys, focus group interviews and individual reflections shared through an online discussion board. Grounded theory methodology informed an emergent model of reflective practice. Findings – By being and having a training buddy, trainees created their own rules, structures and practices for implementing the process. Themes pointed to a series of mutually created spaces: safe – non-judgemental and creating a sense of solidarity; relaxed – non-pressured and conversational; equal – involving participants at the same professional stage and status; pedagogic – involving the sharing of ideas; negotiated – allowing autonomy and ownership of the process; and alternative – experiencing a different school environment. Originality/value – Trainees endorsed the peer process, illustrating benefits derived from sharing reflection, giving and receiving feedback. It is suggested that collaborative spaces created and owned by training buddies enhance reflective ability and practice.

Peer-learning between pre-service teachers: embracing Lesson Study

“…He had the opportunity to observe this in practice and reflect on its success' (Q1, 1: female PST). These findings provide further testimony to the mutual contribution to professional development and learning when working with a peer (Collier, 1999;Lamb et al, 2013).…”

“…The peer-driven lesson study process created opportunities for PSTs to learn from each other beyond the course assessment structure and within a less formal learning environment, (Lamb et al, 2013). It was anticipated that they would support each other in developing their skills through 'focussed opportunities to experiment with aspects of practise and then learn from that experience' (Grossman & McDonald, 2008 p. 189-190).…”

“…Embedded within this apprenticeship model, Korthagen et al, (2006), identify three fundamental principles for enhanced learning about teaching, including reflection of practice, collaboration with peers, and coping with the competing demands of learning content whilst also learning about teaching. Different models of reflection have been integrated within ITE since the 1970s (Behets & Vergauwen, 2006;Collier, 1999;Tsangaridou, 2005) with the core purpose of facilitating reflective practitioners (Calderhead, 1992;Lamb et al, 2013). Notwithstanding, a wealth of literature identifies difficulties in fostering PSTs' critical reflection (Gore, 1990;Rovegno, 1992), not least because they often have limited time to reflect on their teaching (Lee & Wu, 2006).…”

Framing pedagogic relations within the boundaries of Foundation Degree Sport and Coaching qualifications

“…In a similar light to the valued forms of reflection established elsewhere in physical education and sport research (Macdonald & Tinning, 2003;Craig, 2009;Lamb et al, 2013;Huntley et al, 2014) the use of a reflective diary was adopted to provide insight into how Janet developed her pedagogic relations within the particular localities of the FdSC programme and college. Like those beyond the context of sport-education (see Elwood, 2012), this enabled Janet not to remain a mere subject of change but to develop a position by which she was able to play an active role in curricula, pedagogic and assessment development.…”

“…Accordingly, the use of the reflective diary within this study was used to facilitate a process of what Morrison (1996) illustrates as reflection-on-action during which Janet was able to 'clarify, understand and interpret meanings, actions through engaging the theoretical underpinnings of the practice' (Morrison, 1996, p.318). Engaging in this process allowed the insights into pedagogical relations to move beyond surface level reflection and enable Janet to engage in different and deeper levels of reflective development (see Zeicher and Liston, 1987;Lamb et al, 2013). The benefit of using the reflective diary in this manner mirrors the thoughts of Singh and Harris (2010, p. 260) who note how 'institutional education research clearly demonstrates that teacher reflection and the sharing of professional knowledge with a strong focus on student learning outcomes, are highly effective in improving teacher knowledge'.…”