Peer Teaching in ELT: pre-service teachers' perception
| dc.contributor.author | Rsymbet B. | |
| dc.date.accessioned | 2026-10-27T10:05:02Z | |
| dc.date.available | 2026-10-27T10:05:02Z | |
| dc.date.issued | 2026 | |
| dc.description.abstract | This study explores pre-service English language teachers' perceptions and experiences of peer teaching within an English Language Teaching (ELT) teacher education context in Kazakhstan. The study addresses the limited empirical attention given to peer teaching in post-Soviet and Kazakhstani teacher education, where collaborative and studentcentered approaches are still developing alongside traditional instructional practices. The purpose of the research is to examine how peer teaching contributes to pre-service teachers' professional development and what challenges they encounter. The study employed a qualitative case study design supported by descriptive questionnaire analysis. Data were collected through a structured questionnaire consisting of Likert-scale items, a multiple-choice item, and open-ended questions, as well as semistructured interviews. The questionnaire involved 26 senior undergraduate pre-service English language teachers, while six participants took part in individual interviews. Quantitative data were analyzed descriptively through percentages, and qualitative data were examined through thematic analysis. The findings show that participants generally perceived peer teaching as a meaningful component of ELT teacher preparation. Peer teaching supported the development of teaching skills, classroom management awareness, instructional strategies, reflective practice, and initial classroom preparedness. However, participants also reported persistent anxiety, low peer engagement, limited teaching time, and the artificiality of simulated classroom settings, suggesting that peer teaching is beneficial but incomplete as a form of professional preparation. The study concludes that peer teaching can effectively support pre-service teachers' professional growth when carefully structured, repeatedly implemented, and supported by constructive feedback. Its effectiveness may be strengthened through longer sessions, more realistic simulations, and systematic feedback from both peers and instructors. | |
| dc.identifier.citation | Rsymbet B / Peer Teaching in ELT: pre-service teachers' perception / SDU University / Department of Language Education | |
| dc.identifier.uri | https://repository.sdu.edu.kz/handle/123456789/2696 | |
| dc.language.iso | en | |
| dc.publisher | SDU University | |
| dc.subject | peer teaching | |
| dc.subject | pre-service teachers | |
| dc.subject | English Language Teaching | |
| dc.subject | professional development | |
| dc.title | Peer Teaching in ELT: pre-service teachers' perception | |
| dc.type | Thesis |