Classroom Teachers' Opinions About Peer Learning and Characteristics of Qualified Teachers

The present qualitative research study, designed with a phenomenology approach, aimed to examine classroom teachers' opinions about peer learning and the characteristics of qualified teachers. Data were gathered from 7 classroom teachers working in Ankara, Turkey, utilizing semi-structured inte...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Educational research quarterly 2022-06, Vol.45 (4), p.45-77
Hauptverfasser: Aksop, Aysegül Çabuk, Özdemir, Duygu
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:The present qualitative research study, designed with a phenomenology approach, aimed to examine classroom teachers' opinions about peer learning and the characteristics of qualified teachers. Data were gathered from 7 classroom teachers working in Ankara, Turkey, utilizing semi-structured interviews. Based on the content analysis, it was found that teachers had positive approaches to peer learning processes that entail a positive organizational climate, tools for helping each other and handling similar problems, and an effective learning environment. The need for extra effort and conflict are seen as negative effects of this process and "qualified teachers" are seen as having professional skills such as expertise, certifications, and the ability to launch and support new developments, and personal skills including good communication, respect, and creativity.
ISSN:0196-5042