Examining Pre-Service Teachers' Experiences in the Learning by Teaching Process

Abstract

The idea that teaching is a way of learning is not new and there is a big difference between learning for oneself and teaching for others. The factor that creates this difference is the teaching effect, in other words, the teaching expectancy. Studies have reported that the expectation of teaching others contributes to better learning of educational content and helps deeper learning. However, this method has attracted a little attention in teacher training. This study reports the findings from a case study that investigated the experiences of pre-service teachers within the learning-by-teaching activities. Learning-by-teaching entails a set of methods and mediums. In this study, a non-interactive video-producing approach was employed. A total of 23 pre-service teachers participated in the study. Research data were collected using semi-structured interviews. Three main themes and twenty codes have emerged from the analysis. The results indicated that producing instructional videos for peers positively affects students' learning, increases motivation, improves teaching skills, digital skills, self-assessment skills and promotes deep learning. In addition, the results have also revealed that learning by teaching is an effective learning method at the university level and in teacher education.

Keywords

• Learning by teaching
• Peer tutoring
• Student-generated videos
• Participation in teaching

Öğretmen Adaylarının Öğreterek Öğrenme Sürecine İlişkin Deneyimlerinin İncelenmesi

Abstract

Öğretmenin bir öğrenme yolu olduğu fikri yeni değildir ve kendi kendine öğrenme ile başkaları için öğretme arasında büyük bir fark vardır. Bu farkı oluşturan faktör ise öğretme etkisi, diğer bir ifadeyle öğretme beklentisidir. Araştırmalar, başkalarına öğretme beklentisinin öğretim içeriğinin daha iyi öğrenilmesine katkı sağladığını ve daha derin öğrenmelerin gerçekleşmesine yardımcı olduğunu raporlamıştır ancak bu yöntem bugüne kadar öğretmen eğitiminde çok az ilgi görmüştür. Bu çalışma, öğretmen adaylarının öğreterek öğrenme etkinlikleri kapsamındaki deneyimlerini araştıran bir vaka çalışmasından elde edilen bulguları rapor etmektedir. Öğreterek öğrenme, bir dizi yöntem ve ortam gerektirir. Bu çalışmada, etkileşimli olmayan bir video üretim yaklaşımı kullanılmıştır. Araştırmaya toplam 23 öğretmen adayı katılmıştır. Araştırma verileri yarı yapılandırılmış görüşmeler kullanılarak toplanmıştır. Analiz sonucunda üç ana tema ve yirmi kod ortaya çıkmıştır. Sonuçlar, akranlar için eğitici videolar üretmenin öğrencilerin öğrenmesini olumlu etkilediğini, motivasyonu artırdığını, öğretme becerilerini, dijital becerileri, öz değerlendirme becerilerini geliştirdiğini ve derin öğrenmeyi desteklediğini göstermiştir. Ayrıca araştırma sonuçları, öğreterek öğrenmenin üniversite düzeyinde ve öğretmen eğitiminde etkin bir öğrenme yöntemi olduğunu ortaya koymuştur.

Keywords

• Öğreterek öğrenme
• Akran öğretimi
• Öğrenci videoları
• Öğretime katılım

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