Supporting student integration by implementing peer teaching into environmental studies

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Asikainen , H , Blomster , J , Cornér , T & Pietikäinen , J 2021 , ' Supporting student integration by implementing peer teaching into environmental studies ' , Journal of Further and Higher Education , vol. 45 , no. 2 , pp. 162-182 .

Title: Supporting student integration by implementing peer teaching into environmental studies
Author: Asikainen, Henna; Blomster, Jaanika; Cornér, Timo; Pietikäinen, Janna
Contributor organization: Life Science Education
Department of Education
Ecosystems and Environment Research Programme
Helsinki Institute of Sustainability Science (HELSUS)
Marine Ecosystems Research Group
Jaanika Blomster / Principal Investigator
Teachers' Academy
Department of Agricultural Sciences
Faculty of Agriculture and Forestry
Date: 2021
Language: eng
Number of pages: 21
Belongs to series: Journal of Further and Higher Education
ISSN: 0309-877X
Abstract: The benefits of peer teaching have been intensively explored. However, there is still a lack of research in relation to student integration in higher education. The purpose of this study is to explore the relationship between peer teacher interaction and students’ experiences of components of integration in the study programme. This comprises student and teacher interaction and support as well as identification with the programme. In addition, the aim is to explore how the students experience peer teachers as effecting their integration into the programme, and to explore how they visualise the relationship between students, teachers and peer teachers as part of the programme. Peer teaching was implemented in an introductory course in Environmental Sciences, in which the peer teachers were responsible for organising and teaching the course. The study was conducted with a mixed-method approach combining questionnaire data (N = 115), open-ended experiences (N = 80) and sketches (N = 80) done by the students participating in the course. The results show that peer teaching affected student integration in several ways. Practical implications and future research are also discussed.
Subject: 516 Educational sciences
Initial teacher education
teacher research
inquiring attitude
research based teacher education
primary education
Peer teaching
student Integration
student-teacher interaction
higher education
Peer reviewed: Yes
Rights: unspecified
Usage restriction: openAccess
Self-archived version: acceptedVersion

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