Evaluation of the Administration and Management of Peer Teaching at the University of Zambia: Lessons from Geography Education Students.
- May 4, 2022
- Posted by: rsispostadmin
- Categories: Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue IV, April 2022 | ISSN 2454–6186
Kasonde Mundende1, Kaiko Mubita2, Kalisto Kalimaposo3, Nicholas Haambokoma4, Inonge Milupi5 and Patrick Sikayomya6
1University of Zambia, School of Education, Department of Language and Social Science Education.
2University of Zambia, School of Education, Department of Language and Social Science Education.
3University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special education.
4University of Zambia, School of Education, Department of Religious Studies.
5University of Zambia, School of Education, Department of Language and Social Science Education.
6University of Zambia, School of Education, Department of Language and Social Science Education.
Abstract: This study sought to evaluate the administration and management of peer teaching at the University of Zambia (UNZA). The aim of the study was to determine the practical way(s) to enhance the administration and management of peer teaching in geography education at UNZA. The main objectives were to: (i) evaluate the effectiveness of the peer teaching at UNZA; (ii) explore practical ways of administering and managing peer teaching to enhance quality at UNZA. The study used qualitative approach, and the case study design. 47 learners (21 male & 26 female) and one male lecturer participated in the study. The key findings were (i) majority of learners agreed that peer teaching was well organised at UNZA; (ii) majority of learners disagreed that the time allocated to the peer teaching was adequate; (iii) learners faced various challenges which included inadequate time allocated to peer teaching experience, lack of teaching resources, difficulties in lesson management, lecturers’ attitude and their punctuality. Because of these findings the study recommends the following: (i) increase in the time allocation to peer teaching activity, to between 20 and 40 minutes, (ii) beginning peer teaching early in the year, (iii) departmental involvement in providing teaching and learning resources to be used during the peer teaching experience, and that lecturers should be punctual and should give feedback after each learner presenter.
I.BACKGROUND OF THE STUDY
There may be no ‘one size fits all’ strategy to enhance quality delivery of instructions in teacher education. Peer teaching, also referred to as micro teaching is one of the strategies that the University of Zambia, School of Education students are subjected to before they are finally certified qualified teachers, and ready to teach. Various studies on teacher education, especially on instructional delivery and strategies, have been recorded, in an effort to enhance quality. Peer learning is an educational process where learners interact with their peers who share an interest in the subject and learn both with and from each other (Boud, Cohen, & Sampson, 2001). Boud, Cohen, and Sampson 2014) observed that peer learning provided self and peer assessment, and also offered an opportunity for receiving feedback from peers and facilitators.
