The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00144571" target="_blank" >RIV/00216224:14410/25:00144571 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices

Popis výsledku v původním jazyce

This conference paper was presented at the conference of the Association of Teacher Education in Europe held in Dublin. It was created as part of a research project funded by the Czech Science Foundation (GA23-04764S). Peer learning (PL) is a widely used strategy in inclusive classrooms, fostering collaboration and knowledge exchange among students. While its benefits are well-documented (Cockerill et al., 2018), less attention has been given to how teachers structure PL to meet diverse student needs and how students perceive its impact. This paper explores these aspects, focusing on the challenges of balancing PL to ensure both engagement and effectiveness. The research was conducted in two lower secondary schools, involving 42 students and 6 teachers across multiple subjects. Data collection included classroom observations, individual and group interviews with students, and post-lesson teacher interviews. The findings indicate that teachers successfully engage students with diverse needs through PL, yet maintaining an optimal balance in its use remains a challenge. Teachers view PL as a key instructional strategy, but some students report feeling overwhelmed by its frequent implementation. Additionally, certain students passively rely on their peers, leading to disparities in participation and learning outcomes. The study highlights that teachers often emphasize the procedural aspects of PL, such as group structures and collaboration rules, rather than adapting the approach based on students' individual needs. This may limit the full potential of PL, particularly for students who struggle with active participation. In the context of increasing digitalization and the growing influence of artificial intelligence in education, the role of the teacher in providing personal support and guidance remains essential. To enhance PL, teachers should incorporate structured role rotation, balance collaborative and individual learning, and ensure that student voices are considered in shaping the learning process. Cockerill, M., Craig, N., &amp; Thurston, A. (2018). Teacher perceptions of the impact of peer learning in their classrooms: Using social interdependence theory as a model for data analysis and presentation. International Journal of Education and Practice, 6(1),14-27.

Název v anglickém jazyce

The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices

Popis výsledku anglicky

This conference paper was presented at the conference of the Association of Teacher Education in Europe held in Dublin. It was created as part of a research project funded by the Czech Science Foundation (GA23-04764S). Peer learning (PL) is a widely used strategy in inclusive classrooms, fostering collaboration and knowledge exchange among students. While its benefits are well-documented (Cockerill et al., 2018), less attention has been given to how teachers structure PL to meet diverse student needs and how students perceive its impact. This paper explores these aspects, focusing on the challenges of balancing PL to ensure both engagement and effectiveness. The research was conducted in two lower secondary schools, involving 42 students and 6 teachers across multiple subjects. Data collection included classroom observations, individual and group interviews with students, and post-lesson teacher interviews. The findings indicate that teachers successfully engage students with diverse needs through PL, yet maintaining an optimal balance in its use remains a challenge. Teachers view PL as a key instructional strategy, but some students report feeling overwhelmed by its frequent implementation. Additionally, certain students passively rely on their peers, leading to disparities in participation and learning outcomes. The study highlights that teachers often emphasize the procedural aspects of PL, such as group structures and collaboration rules, rather than adapting the approach based on students' individual needs. This may limit the full potential of PL, particularly for students who struggle with active participation. In the context of increasing digitalization and the growing influence of artificial intelligence in education, the role of the teacher in providing personal support and guidance remains essential. To enhance PL, teachers should incorporate structured role rotation, balance collaborative and individual learning, and ensure that student voices are considered in shaping the learning process. Cockerill, M., Craig, N., &amp; Thurston, A. (2018). Teacher perceptions of the impact of peer learning in their classrooms: Using social interdependence theory as a model for data analysis and presentation. International Journal of Education and Practice, 6(1),14-27.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA23-04764S" target="_blank" >GA23-04764S: Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů