Skip to main content

Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching

Abstract

Despite the increasing practice and evidence of its potential, co-teaching has not become a widespread practice in schools yet. Research shows the need of helping teachers become aware of co-teaching as a good mechanism for peer learning among teachers. This study focuses on the changes in student teachers’ attitudes to use co-teaching through their perceptions as a tool for their own learning. Opting for a mixed-methods sequential explanatory design, 82 student teachers were divided into two groups, one receiving only conceptual training and the other one having the possibility to experience co-teaching in schools. It was hypothesized that the second group would improve their attitudes to use co-teaching more than the first group. A qualitative study was carried out to explore (1) students’ learning perceptions, (2) learning episodes in the out-of-class joint activity and (3) comparison between (1) and (2). Results confirm the hypothesis and find evidence from learning episodes to support students’ perceptions but show that there is not a clear match between students’ perceptions and contents from the learning episodes. Research implications and limitations are discussed.

This is a preview of subscription content, access via your institution.

References

Download references

Current themes of research

Co-teaching. Peer learning. Cooperative learning. Peer tutoring. Inclusive education. Leaning by teaching.

Most relevant publications

Duran, D. & Miquel, E. “Preparing teachers for collaborative classrooms.” In Oxford Research Encyclopedia of Education. Ed. Jo Lampert. New York: Oxford University Press, forthcoming. https://doi.org/10.1093/acrefore/9780190264093.013.78

Duran, D. (2017). Learning-by-teaching. Evidence and implications as a pedagogical mechanism. Innovations in Education and Teaching International, 54(5), 476–484. https://doi.org/10.1080/14703297.2016.1156011

Topping, K., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. London & New York: Routledge.

Duran, D., & Topping, K. J. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. London & New York: Routledge.

Miquel, E. & Duran, D. (2017). Peer Learning Network: implementing and sustaining cooperative learning by teacher collaboration. Journal of Education for Teaching, 43(3), 349–360. https://doi.org/10.1080/02607476.2017.1319509

Topping, K., Duran, D. y Van Keer, H. (2016). Using Peer Tutoring to Improve Reading Skills. A practical guide for teachers. London & New York: Routledge.

Flores, M., & Duran, D. (2016). Tutoría entre iguales y comprensión lectora: ¿un tándem eficaz? Los efectos de la tutoría entre iguales sobre la comprensión lectora. Universitas Psychologica, 15(2), 339–352.

Flores, M. & Duran, D. (2016). Influence of a Catalan peer tutoring programme on reading comprehension and self-concept as a reader. Journal of Research in Reading, 39(3), 330–346. https://doi.org/10.1111/1467-9817.12044.

Valdebenito, V. y Duran, D. (2015). Formas de interacción implicadas en la promoción de estrategias de comprensión lectora a través de un programa de tutoría entre iguales. Revista Latinoamericana de Psicología, 47, 2, 75–85.

Duran, D. & Utset, M. (2014). Reading in pairs Network: a training model based on peer learning (pairs of teachers and school networks) for the sustainability of educational innovation. Culture and Education, 26, 2, 377–384.

Blanch, S.; Corcelles, M.; Duran, D.; Dekhinet, R. y Topping K. (2014). La escritura y corrección de textos en una tutoría entre iguales, recíproca y virtual, para la mejora en inglés y español. Revista de Educación, 363, 309–333.

Topping, K. J., Dehkinet, R., Blanch, S., Corcelles, M. & Duran, D. (2013). Paradoxical Effects of Feedback in International Online Reciprocal Peer Tutoring. Computers & Education 61, 225–231. https://doi.org/10.1016/j.compedu.2012.10.002.

Blanch, S., Duran, D., Valdebenito, V. y Flores, M. (2013). The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence. European Journal of Psychology of Education, 28(1), 101–119. https://doi.org/10.1007/s10212-012-0104-y

Vidal, J.; Duran, D. i Vilar, M. (2010). Aprendizaje musical con métodos de aprendizaje cooperativo. Cultura y Educación, 22 (3), 363–378.

Duran, D.; Blanch, S.; Thurston, A. Topping, K. (2010). Tutoría entre iguales recíproca y virtual para la mejora de habilidades lingúísticas en español e inglés. Infancia y Aprendizaje, 33 (2), 209–222.

Monereo, C.; Castelló, M. Duran, D. i Gómez, I. (2009). Las bases psicoeducativas del proyecto PISA como guía para el cambio en las concepciones y prácticas del profesorado de secundaria. Infancia y Aprendizaje, 32(3), 421–447.

Thurston, A.; Duran, D.; Cunningham, E.; Blanch, S.; Topping, K. (2009). International on-line reciprocal peer tutoring to promote modern language development in primary schools. Computers & Education, 53, 2, 462–472.

Duran, D. i Monereo, C. (2008). The impact of Peer Tutoring on student self-concept, self-esteem and satisfaction. School Psychology International. 29, 481–499.

Duran, D. i Blanch, S. (2007). Read On: un programa de mejora de la lectura a través de la tutoría entre iguales y el apoyo familiar. Cultura y Educación, 19, 1, 31–46.

Duran, D. & Monereo, C. (2005). Styles and Sequences of Cooperative Interactions in Fixed and Reciprocal Peer Tutoring. Learning and Instruction, 15, 179–199.

Funding

This work was supported by the Catalan Department of Finance and Knowledge under Grant ARMIF 2015 00002.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to David Duran.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Duran, D., Flores, M., Ribas, T. et al. Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching. Eur J Psychol Educ 36, 495–510 (2021). https://doi.org/10.1007/s10212-020-00479-0

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-020-00479-0

Keywords

  • Cooperating teachers
  • Educational psychology
  • Preservice teaching
  • Teacher collaboration