A training buddy peer-review process within Physical Education Initial Teacher Education

Lamb, Penny (2014) A training buddy peer-review process within Physical Education Initial Teacher Education. International Journal for Lesson and Learning Studies, 3 (1). pp. 78-79. ISSN 2046-8253

Full text not available from this repository.

Abstract

Purpose: Innovation in enhancing reflective abilities of trainee teachers was explored in this small-scale qualitative study. Opportunities for active engagement in peer- and self-reflection were provided to two cohorts of British Post-Graduate Physical Education trainee teachers (n=45: male=28, female=17), aged 21-30 years. Design/methodology/approach: Trainees were assigned a peer buddy, and tasked with the dual responsibility of being and having a training buddy for a lesson observation during two school placements. They visited each other's school and recorded their buddy teaching a lesson. Immediately afterwards, they watched the recording together, engaging in reflective discussion. Trainees acted as both a critical friend and a supportive extra pair of eyes, whilst also assuming the role of reflective practitioner. Data were collected through surveys, focus group interviews and individual reflections shared through an online discussion board. Grounded theory methodology informed an emergent model of reflective practice. Findings: By being and having a training buddy, trainees created their own rules, structures and practices for implementing the process. Themes pointed to a series of mutually created spaces: safe – non-judgemental and creating a sense of solidarity; relaxed – non-pressured and conversational; equal – involving participants at the same professional stage and status; pedagogic – involving the sharing of ideas; negotiated – allowing autonomy and ownership of the process; and alternative – experiencing a different school environment. Originality/value: Trainees endorsed the peer process, illustrating benefits derived from sharing reflection, giving and receiving feedback. It is suggested that collaborative spaces created and owned by training buddies enhance reflective ability and practice.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Pure Connector
Date Deposited:	05 Feb 2014 12:50
Last Modified:	28 Mar 2025 05:48
URI:	https://ueaeprints.uea.ac.uk/id/eprint/47247
DOI:	10.1108/IJLLS-09-2013-0048

Actions (login required)

View Item