Research Paper, unpublished
Abstract
Over a number of years my teaching practice has evolved and the strategies I employ within the technique class context have shifted away from purely teacher focussed didactic approaches to the inclusion of more student centred strategies, where I am no longer seen as the sole provider of knowledge, but instead as a facilitator ‘who fosters a student-centred learning environment and stimulates students’ critical reflection’ (Prior, 2000 quoted in Raman, 2009). I regularly use peer to peer learning activities as a method for engaging the students more critically in the act of learning and for providing them with more regular individual feedback on specific aspects of their practice, similar to the ‘Reciprocal Teaching Style’ referred to by Mosston & Ashworth (2002). However, prior to this research project, this has been in a relatively instinctive and reflexive manner; seeing opportunities as they arise within the flow and delivery of a particular class, and responding in the moment to what I feel would be effective for the learning of those I am teaching. The continued ambition within my own evolving teaching practice; to explore ever more innovative approaches to my practice that place the needs of the learner at the centre of my considerations regarding teaching approaches and strategies, has led to this research project, which has provided me with an opportunity to more formally embed and measure the impact of reciprocal peer teaching strategies within the planning, delivery and evaluation of technique classes.
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