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...

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Bibliographic Details
Published in:	Educational research quarterly 2022-06, Vol.45 (4), p.46
Main Authors:	Aksop, Aysegül Çabuk, Özdemir, Duygu
Format:	Article
Language:	eng
Subjects:	Educational Benefits Educational Environment Educational Resources Faculty Development Foreign Countries Organizational Climate Peer Teaching Teacher Behavior Teacher Collaboration Teacher Effectiveness Teacher Qualifications Teachers
Online Access:	Get full text
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Summary:	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