Peer Teaching in Lifelong Learning Institutes

Document Type

Article

Publication Date

2003

Publication Title

Educational Gerontology

Abstract

Forty-eight peer teachers in five different Lifelong Learning Institutes in Maine were interviewed via focus groups. Five methods are used in peer teaching practice: lecture, group discussion, hands-on experiences, various hybrids of these three, and a course coordination approach. Voluntary participation, tolerance of teacher limitations, and interest in developing a sense of community differentiate peer teaching from earlier faculty experiences. Peer teachers encounter a number of special challenges that include dealing with a range of educational backgrounds, subject-matter expertise among selected students, limitations in program structure, the physical changes that accompany aging, and ambivalence concerning Lifelong Learning Institutes' mission.

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