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

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.

KEYWORDS:

• Reflection
• reflective practice
• reflective learning
• teacher education
• peer micro-teaching

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Notes on contributors

Hazel Crichton

Hazel Crichton, is Lecturer in Modern Languages at the School of Education, The University of Glasgow. Her research interests include modern languages teaching and learning, classroom interaction, reflection, intercultural communication, bilingualism and multiculturalism.

Francisco Valdera Gil

Francisco Valdera Gil, is Lecturer in Modern Languages at the School of Education, The University of Glasgow. His research interests include modern languages teaching and learning, social justice, policy and reflection.

Christine Hadfield

Christine Hadfield, is Lecturer in Modern Languages at the School of Education, The University of Glasgow. Her research interests include modern languages teaching and learning, skill-based learning and attachment.