Abstract
In this case study, theoretically rooted in peer-assisted learning (PAL), ten female high school students, acting as peer teachers, taught hip hop dance in a voluntary physical education course. The data, derived from questionnaires and interviews with the peer teachers, were analysed using content analysis. The results showed that the peer teachers considered dance an important subject in the weekly curriculum. On the one hand, peer teachers enjoyed the freedom of making the class look like their own, the fast learning of their students, and the increased self-confidence acquired over the course. On the other hand, most of them were self-critical and felt ashamed when making mistakes. They also felt uncomfortable teaching same-aged or slightly older peers, and were surprised at the unwelcoming and rather arrogant attitude of their students. This article illustrates not only the difficulties that a peer-teaching experiment can encounter, but also the value of peer teaching in offering positive experiences and engaging students in school PE through urban youth culture.
Highlights
Peer-assisted learning (PAL) has long been recognized in theory and in empirical research as an educational experience, which benefits students as both teachers and learners (Weidner & Popp, 2007)
Peer teachers enjoyed the freedom of making the class look like their own, the fast learning of their students, and the increased self-confidence acquired over the course
The present qualitative study aimed at exploring the experiences of ten high school students who acted as peer teachers in voluntary hip hop classes in school physical education (PE)
Summary
Peer-assisted learning (PAL) has long been recognized in theory and in empirical research as an educational experience, which benefits students as both teachers and learners (Weidner & Popp, 2007). In reciprocal or bidirectional peer tutoring (RPT), two or more same-aged students, generally coming from the same class group (De Backer, Van Keer, & Valcke, 2012), are grouped together as pairs. They both function as tutor and tutee, and benefit from what Wood, Mustian, and Lo (2013, 34) call “double doses of practice”. Class-wide peer tutoring (CWPT) involves the whole class, broken down into pairs or small groups, in the reciprocal roles of tutor and tutee
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
