Reflections on peer micro-teaching: raising questions about theory informed practice

Crichton, H. , Valdera-Gil, F. and Hadfield, C. (2021) Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22(3), pp. 345-362. (doi: 10.1080/14623943.2021.1892621)

Abstract

This paper considers student teachers as reflective practitioners arguing that reflection processes can be established in university pre-service programmes, rather than the more widely acknowledged school practicum. Results from a small-scale study into micro-teaching sessions, where student teachers taught peers, indicate that ‘teachers’ and ‘learners’ benefitted from sharing knowledge, and from reflection afterwards, evaluating teaching and learning approaches and considering strategies for future practice. Increased confidence, teamwork and appreciation of practical considerations: organisation, planning and resources were all highlighted by students after the sessions. We conclude that stimulating reflection in the university setting through peer teaching offers a helpful perspective for teacher educators, so that during school practicum, students can interrogate their practice effectively, enhancing their pedagogy. We also raise questions about theory-informed practice and its role in reflection.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Mckee, Dr Christine and Crichton, Dr Hazel and Valdera-Gil, Dr Francisco
• Authors: Crichton, H., Valdera-Gil, F., and Hadfield, C.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
• Journal Name: Reflective Practice
• Publisher: Taylor and Francis
• ISSN: 1462-3943
• ISSN (Online): 1470-1103
• Published Online: 04 March 2021
• Copyright Holders: Copyright © 2021 Informa UK Limited, trading as Taylor and Francis Group
• First Published: First published in Reflective Practice 22(3): 345-362
• Publisher Policy: Reproduced in accordance with the publisher copyright policy