Reflective Group-Based Peer Teaching for Up-Scaling Student Teachers’ Pedagogical Literacy

Abstract

This study attempted to investigate how the implementation of Reflective Group Peer Teaching (RGBPT) up-scaled the pedagogical literacy of English student teachers. The study belongs to a case study method that tried to explore and describe to what extent the application of reflective-based Peer Teaching (RGBPT) could promote the pedagogical literacy of English student teachers. The pedagogical literacy development highlighted in the study covers three aspects, namely learning materials development, effective teaching strategies, and students’ learning autonomy to promote interactive ELT. The participants involved in the study were English student teachers who joined the Micro Teaching Course. The results showed that Reflective Group-Based Peer Teaching (RGBPT) has up-scaled the pedagogical literacy of English student teachers in the aspects of learning material development, effective teaching strategies, and learning autonomy development. This study potentially contributes to increase the ability of student teachers to comprehend, reflect on, and implement pedagogical knowledge and skills to improve instructional efficacy.