Student teachers’ and in-service teachers’ peer learning: a realist synthesis

Thurlings, Marieke; Brok, Perry den

doi:10.1080/13803611.2018.1509719

Cited by 9 publications

(6 citation statements)

References 104 publications

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“…This experience is expected to encourage students to become active learners independently throughout their lives. Findings from several studies prove that peer coaching facilitates effective learning [67], [68] significantly improves student learning success [69], [70] The application of peer coaching (PC) can be done in early childhoodas Sharon did in Donegan [71] has managed to help children with disabilities change in a positive direction. Individuals as social beings always need support from various parties, such as colleagues, classmates to develop themselves, build self-confidence with the support of friends.…”

Section: Discussionmentioning

confidence: 99%

EAQD-PC: Learning Model to Train Students' Metacognitive Skills to Overcome Difficulties in Learning Biology

Nurmi¹,

Susilo²,

Ibrohim³

et al. 2022

Preprint

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Biology is so complex that it has to be studied in different ways and focuses on processes. Self-regulation skills in learning are important metacognitive skills for students in studying Biology. Learning models that train strategic students in learning are a must so that they gain meaningful learning experiences through the process of exploration, analysis of new information carried out in learning by applying self-questioning strategies to monitor why new information can be trusted. The results of the synthesis between old knowledge and new knowledge are enhanced through peer coaching in class. This research was conducted to develop an EAQD-PC learning model (exploring, analyzing, questioning, defining peer coaching) and tools that are valid, practical, and effective. The model development procedure includes the preliminary research stage, the prototype stage, and the assessment stage. Model validation data was collected using expert validation instruments. While the practicality of the model components is measured by the implementation observation sheet. The effectiveness of the model was measured using a metacognitive skill test and a questionnaire. This model is applied to students majoring in Biology Education at Muhammadiyah University of Bone, even semester 2019/2020. The results showed that the components of the EAQD-PC model (a) with a value of 3.87, and valid learning model supporting tools with a value of 3.83, (b) practicality with a value of 3.89 and (c) effectiveness with a value of 3, 97 . This study proves that the EAQD-PC model is practical and effective for training students' metacognitive skills.

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Section: Discussionmentioning

confidence: 99%

EAQD-PC: Learning Model to Train Students' Metacognitive Skills to Overcome Difficulties in Learning Biology

Nurmi¹,

Susilo²,

Ibrohim³

et al. 2022

Preprint

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“…Indeed, this was the explicit aim of a number of studies in our sample. Some, for example, wanted to understand 'which contexts enhance or hinder the effectiveness' of intervention X so that the implementation of intervention X could be improved (Steenkamer et al, 2018;Thurlings & Den Brok, 2018).…”

Section: Context As 'Observable Features' or 'Things'mentioning

confidence: 99%

Understanding ‘context’ in realist evaluation and synthesis

Greenhalgh

Manzano

2021

International Journal of Social Research Methodology

106

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Context is a key concept in developing realist causal explanations but its conceptualisation has received comparatively less attention. We conducted a review to explore how context is conceptualised within realist reviews and evaluations. We purposively selected 40 studies to examine: How is context defined? And how is context operationalised in the findings? We identified two key 'narratives' in the way context was conceptualised: 1) Context as observable features (space, place, people, things) that triggered or blocked the intervention; assuming that context operates at one moment in time and sets in motion a chain reaction of events. 2) Context as the relational and dynamic features that shaped the mechanisms through which the intervention works; assuming that context operates in a dynamic, emergent way over time at multiple different levels of the social system. These two context narratives have different implications for the design, goals and impact of realist reviews and evaluations.

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“…Peer teaching is also reinforced by facilitators, reflections, and feedback influenced by personal and interpersonal factors. According to (Thurlings & den Brok, 2018), The main contribution of this realistic synthesis is the practical implications in the development of learning activities for school leaders and teachers. Peer teaching in addition to being known as peer learning, also called peer tutorials (Nguyen, 2013).…”

Section: Peer Teaching Abilitymentioning

confidence: 99%

“…It can be interpreted that overall, there is a meaningful interaction between teaching experience and peer teaching ability to the performance of ECE teachers. A major contribution of this synthesis is the implications in the development of learning activities for school leaders and teachers (Thurlings & den Brok, 2018). Teaching practices are part of the educative process towards the disposition of teacher performance (Parsons et al, 2018).…”

Section: There Is An Interaction Effect Between Teaching Experience A...mentioning

confidence: 99%

ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training

Soffianningrum

Yufiarti

Yetti

2022

jpud

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Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. 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show abstract

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

Cited by 9 publications

References 104 publications

EAQD-PC: Learning Model to Train Students' Metacognitive Skills to Overcome Difficulties in Learning Biology

EAQD-PC: Learning Model to Train Students' Metacognitive Skills to Overcome Difficulties in Learning Biology

Understanding ‘context’ in realist evaluation and synthesis

ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training

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