대학생의 동료교수(Peer Teaching) 경험인식 탐색
Exploring College Students' Perceptions of Peer Teaching Experience
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The purpose of this study was to provide basic data for university education teaching and learning by exploring university students' perceptions of their peer teaching. For the purpose of this study, five college students were recruited for the in-depth interveiw. Inductive analysis was conducted, and the results of the inductive analysis were as follows: First, peer teaching classes required prior learning such as media and mock classes to deliver in order to convey accurate information and perform the role of teacher. Second, the professor in charge must continuously guide and observe students in order to cope with unexpected situations while performing their role as a fellow teacher. Third, peer teaching had positive effects on improved rapport with friends, understanding of academics, and academic attitude. Fourth, peer teaching allowed students to remember what they learned longer than didactice teaching style. Therefore, there is a need for continuous development and practical application of learner-led teaching methods as well as Peer Teaching classes in which students directly participate and lead rather than traditional lecture-type classes.
Abstract
The purpose of this study was to provide basic data for university education teaching and learning by exploring university students' perceptions of their peer teaching. For the purpose of this study, five college students were recruited for the in-depth interveiw. Inductive analysis was conducted, and the results of the inductive analysis were as follows: First, peer teaching classes required prior learning such as media and mock classes to deliver in order to convey accurate information and perform the role of teacher. Second, the professor in charge must continuously guide and observe students in order to cope with unexpected situations while performing their role as a fellow teacher. Third, peer teaching had positive effects on improved rapport with friends, understanding of academics, and academic attitude. Fourth, peer teaching allowed students to remember what they learned longer than didactice teaching style. Therefore, there is a need for continuous development and practical application of learner-led teaching methods as well as Peer Teaching classes in which students directly participate and lead rather than traditional lecture-type classes.
참고문헌 (29)
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