by Habineza Faustin
Source : TESSA
Abstract
This study was conducted in the University of Education, Winneba. It involved three teacher educators and 21 prospective early childhood teachers six of whom were randomly sampled and engaged during a peer teaching session using a proposed model christened the Collaborative peer teaching model. The study aimed at obtaining from the experiences of prospective teachers how the model promotes effective teaching and learning of literacy and numeracy. Triangulated data from interviews, reflective journals and views from reflective sessions were analyzed using the interpretive approach. Responses from the three classes of participants suggested among others that the model was supportive of students teaching, engendered reflection on teachings, challenged the prospective teacher and improved prospective teachers disposition to adopt best practices in the teaching of numeracy and literacy. Based on the findings recommendations were made for the adoption of the model by teacher educational universities, colleges of education and other educational entities.
Key words: Collaborative model, Peer teaching, Prospective teachers and Model teaching.
