Teaching with a peer: a comparison of two models of student teaching

By Robert V. Bullough Jr, Janet R. Young, J. R. Birrell, D. Clark, M. Egan, Lynnette B. Erickson, Marti Frankovich, Joanne Brunetti, Myra Welling. 2003

174 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/8a36cc30861e61846f9f871df978440e12dd8260

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In Education

Citations in the corpus

Peer mentoring: engaging pre‐service teachers in mentoring one another (2005, background): “Bullough et al. (2003), for example, when trying to develop a peer teaching model of student teaching, wrote: The belief that to teach is to work in isolation, to plan lessons alone, solve problems alone, and to stand alone in front of a classroom and to talk at children, is a recognised and major…”
Student teachers' team teaching: Models, effects, and conditions for implementation (2014, background): “The additional teacher can help learners with difficulties or can create opportunities for differentiation (Bullough et al., 2003; Gardiner, 2010; Goodnough et al., 2009; Nokes et al., 2008; Smith, 2002, 2004; Sorensen, 2004).”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “…feedback (Scantlebury et al., 2008) as well as support for student teachers are provided by mentors (Carter & Francis, 2001); however, peers are more frequently helpful for student teachers than mentors (Hsu, 2005), who play a less direct role in the PBL method process (Bullough et al., 2003).”
Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice (2013, background): “In addition, the Bullough et al. (2003) study revealed that pre-service teacher pairs appreciated the value of working closely with others, were more willing to take risks and develop interesting and more challenging lessons, and that each invested significantly in the partner’s development and…”
Critiquing Teacher Preparation Research (2015, background): “Although acknowledging the importance of fieldwork/clinical practice, many researchers are skeptical that spending more time in schools necessarily results in improved teacher learning (e.g., Bullough et al., 2003; Capraro, Capraro, & Helfeldt, 2010; Ronfeldt & Reininger, 2012; Tang, 2003).”