Analysing the intersection between teachers ‘peer learningstrategies and students’ perspectives in inclusive classrooms
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | Education Inquiry |
| MU Faculty or unit | |
| Citation | |
| web | https://doi.org/10.1080/20004508.2025.2522521 |
| Doi | https://doi.org/10.1080/20004508.2025.2522521 |
| Keywords | peer learning, inclusive practices, teacher perceptions, students´voices, ethnography |
| Description | The study is part of a three-year project aimed at analysing inclusive practices and strategies among teachers as it concerns students’ individual needs. This study focuses on a specific inclusive strategy – peer learning (PL). The aim was to identify the strategies teachers use to engage all students in peer learning activities and to examine students’ experiences with peer learning in this context. Data were collected through observations, focus groups with students, interviews with students and teachers. Our findings show that teachers support inclusive education by involving diverse students in PL and employing a variety of tasks and roles to ensure every student experience success and skill development. Furthermore, we demonstrated that although PL is a common and effectively managed teaching method in the observed schools, finding a balance that suits both parties can be challenging. While teachers perceive PL as a crucial component of education, students often feel overwhelmed by these activities. This sense of overload leads some students, who excel in these activities, to avoid collaboration and assisting others as they feel overburdened. This discrepancy arises because teachers primarily focus on the technical aspects of collaboration, such as skills and rules, while partially neglecting the perspectives of students. |
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