{"id":6503,"date":"2024-03-31T17:41:52","date_gmt":"2024-03-31T16:41:52","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=6503"},"modified":"2024-05-25T16:03:35","modified_gmt":"2024-05-25T15:03:35","slug":"a-study-on-benefits-and-challenges-of-peer-teaching-with-special-reference-to-thrissur-corporation","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/shodh-sari-2\/shodh-sari-vol-3-issue-2\/a-study-on-benefits-and-challenges-of-peer-teaching-with-special-reference-to-thrissur-corporation\/","title":{"rendered":"A Study on Benefits and Challenges of Peer Teaching with Special Reference to Thrissur Corporation"},"content":{"rendered":"\t\t
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A Study on Benefits and Challenges of Peer Teaching with Special Reference to Thrissur Corporation<\/span><\/p>\n

P, Umadevi<\/span>1<\/span><\/span>, Davis, Jeny<\/span> 2<\/span><\/span>, Chirammel, Priya Antony<\/span> 3<\/span><\/span><\/p>\n

1,2,3<\/span><\/span>Assistant Professor, St. Aloysius College, Elthuruth, Thrissur, Kerala, India <\/span><\/p>\n


<\/b><\/p>\n

Abstract<\/span><\/p>\n

With the aim of highlighting both the benefits and inherent challenges that peer teaching in educational contexts brings, this study investigates the complicated topic of peer teaching. Through a careful review of the body of research and empirical evidence, we explore how peer teaching impacts learners’ cognitive, social, and emotional development. Better academic outcomes, more self-esteem, and the growth of critical interpersonal skills are all benefits. Also covered in the study are the challenges of peer teaching, including issues with power dynamics, knowledge gaps, and potential conflicts.  This study used a descriptive research style and included both quantitative and qualitative data. This study explores the efficacy of peer teaching strategies in various educational environments. Data was gathered from a sample of 138 students enrolled in various courses adopting peer teaching practice thorough mixed-methods analysis. The quantitative investigation revealed a considerable improvement in student learning results. The findings of qualitative research provided a nuanced viewpoint on the benefits and limitations of the peer teaching technique. The results suggest that instructors can improve learning outcomes and student engagement by implementing peer teaching strategies.<\/span><\/p>\n

Keywords<\/span>: Peer Teaching, Academic Outcomes, Knowledge Gap<\/span><\/p>\n


<\/b><\/p>\n

About Author\/s<\/span><\/p>\n

Ms. Umadevi P<\/span> is now working as an Assistant Professor at St. Aloysius College, Elthuruth, Thrissur, Kerala.  Completed M Com. Hold 10 plus years academic experience at St. Aloysius College, Elthuruth. Presented various papers in National and International conferences organized by different institutes and universities. <\/span><\/p>\n

Ms. Jeny Davis<\/span> is now working as an Assistant Professor at St. Aloysius College, Elthuruth, Thrissur, Kerala,. Completed M Com in the year 2018. Hold 3 years academic experience at St.Aloysius College, Elthuruth. Presented various papers in National and International conferences organized by different institutes and universities.<\/span><\/p>\n

Ms. Priya Antony Chiramel<\/span> is now working as an Assistant Professor at St. Aloysius College, Elthuruth Thrissur, Kerala.  Completed M Com. Hold 12 plus years academic experience at St. Aloysius College, Elthuruth. Presented various papers in National and International conferences organized by different institutes and universities.<\/span><\/p>\n


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Impact Statement<\/span><\/p>\n

This paper contributes to the understanding of how peer teaching positively influences academic outcomes. By identifying the specific benefits experienced by students in Thrissur Corporation, educators and policymakers can leverage this information to enhance teaching methodologies and curriculum design. Understanding how peer teaching can cater to the diverse needs of students can lead to the development of strategies that promote inclusivity and equity in education.<\/span><\/p>\n


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References<\/span><\/p>\n

    \n

  1. Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. <\/span>Mentoring and Tutoring: Partnership in Learning<\/span>, <\/span>24<\/span>(2), 124\u2013136. <\/span>https:\/\/doi.org\/10.1080\/13611267.2016.1178963<\/span><\/a><\/p>\n<\/li>\n

  2. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.). <\/span>Medical Teacher<\/span>, <\/span>38<\/span>(8), 829\u2013837. <\/span>https:\/\/doi.org\/10.3109\/0142159X.2015.1112888<\/span><\/a><\/p>\n<\/li>\n

  3. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.). <\/span>Medical Teacher<\/span>, <\/span>38<\/span>(8), 829\u2013837. <\/span>https:\/\/doi.org\/10.3109\/0142159X.2015.1112888<\/span><\/a><\/p>\n<\/li>\n

  4. Ten Cate, O., & Durning, S. (2007). Dimensions and psychology of peer teaching in medical education. <\/span>Medical Teacher<\/span>, <\/span>29<\/span>(6), 546\u2013552. <\/span>https:\/\/doi.org\/10.1080\/01421590701583816<\/span><\/a><\/p>\n<\/li>\n

  5. Ten Cate, O., & Durning, S. (2007). Peer teaching in medical education: Twelve reasons to move from theory to practice. <\/span>Medical Teacher<\/span>, <\/span>29<\/span>(6), 591\u2013599. <\/span>https:\/\/doi.org\/10.1080\/01421590701606799<\/span><\/a><\/p>\n<\/li>\n

  6. Assinder, W. (1991). Peer teaching, peer learning: One model. <\/span>ELT Journal<\/span>, 45(3), 218\u2013229. <\/span>https:\/\/doi.org\/10.1093\/elt\/45.3.218<\/span><\/a><\/p>\n<\/li>\n

  7. Whitman, N. A., & Fife, J. D. (1988). Peer teaching: To teach is to learn twice<\/span>. ASHE-ERIC Higher Education Report<\/span>. <\/span>ASHE: ERIC Higher Education Report<\/span>. George Washington University, Suite 630, Dept. RC, Washington, <\/span>4<\/span>, DC20036-1183.<\/span><\/p>\n<\/li>\n

  8. R, B. (2023). Harnessing happiness in Education: Fostering youth leadership. <\/span>Edumania-An International Multidisciplinary Journal<\/span>, <\/span>01<\/span>(3), 209\u2013216. <\/span>https:\/\/doi.org\/10.59231\/edumania\/9008<\/span><\/a><\/p>\n<\/li>\n

  9. Chavada, J. K. (2024). The role of teacher has changed in the context of classroom education in the 21st century. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>03<\/span>(01), 66\u201370. https:\/\/doi.org\/10.59231\/sari7655<\/span><\/p>\n<\/li>\n<\/ol>\n


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    A Study on Benefits and Challenges of Peer Teaching with Special Reference to Thrissur Corporation P, Umadevi1, Davis, Jeny 2, Chirammel, Priya Antony 3 1,2,3Assistant Professor, St. Aloysius College, Elthuruth, Thrissur, Kerala, India  Abstract With the aim of highlighting both the benefits and inherent challenges that peer teaching in educational contexts brings, this study investigates […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":6457,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-6503","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/6503","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=6503"}],"version-history":[{"count":7,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/6503\/revisions"}],"predecessor-version":[{"id":7395,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/6503\/revisions\/7395"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/6457"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=6503"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}