Peer observation and reflective teaching: student-teachers learning to teach mathematics from their own experiences

Abstract

Peer observation and reflective teaching enables student-teachers to continuously improve their practice while being informed by their own experiences. It requires peers working together to observe and learn from their own experiences. This paper discussed perspectives and experiences about peer observation and reflective teaching done by student-teachers in Tanzania. The study was done during the field practices of student-teachers. The work is an interpretive study which involved student teachers teaching mathematics. The study found that student teachers are willing to cooperate with their colleagues in peer observation and in other methods of ‘shared transfer of knowledge’ including that of reflective teaching. The number of field work sessions involvement were very few and not continuous and their intentions were mainly those of getting ready for assessment by their university supervisors. The study concluded by recommending the training of student-teachers to adopt reflective practices in their preparation for classes as a lifelong exercise in their teaching career.

Key terms: peer observation, reflective teaching, student teachers, Field teaching experiences