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Disturbing Practice in Teacher Education Through Peer-Teaching

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Book cover Self-Study in Physical Education Teacher Education

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 13))

Abstract

Through a 3-year self-study, I turn the research focus on myself to examine how I enact a form of criticality within my pedagogy as a teacher educator. In particular, I examine my use of peer-teaching as a pedagogical strategy with students in their fourth year of a physical education teacher education (PETE) programme. My rationale for using peer-teaching was underpinned by two key assumptions: First, by having opportunities to be in the teaching role student teachers experience the relational complexities and dilemmas of teaching; and second, peer-teaching creates a critical learning community. To structure the study I worked closely with a critical friend in an iterative and collaborative manner to examine data sourced through a reflective journal, observations and focus group interviews with students. Through dialogical conversation, the themes of being in a new role, authenticity and vulnerability were explored and used to deepen my understanding of my initial assumptions in relation to enacting a critical pedagogy.

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Author information

Authors and Affiliations

  1. University of Auckland, Auckland, New Zealand

    Alan Ovens

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  1. Alan Ovens
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Correspondence to Alan Ovens .

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Editors and Affiliations

  1. University of Auckland, Auckland, Auckland, New Zealand

    Alan Ovens

  2. Brock University, St. Catharines, Ontario, Canada

    Tim Fletcher

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Ovens, A. (2014). Disturbing Practice in Teacher Education Through Peer-Teaching. In: Ovens, A., Fletcher, T. (eds) Self-Study in Physical Education Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-05663-0_7

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