Peer Teaching in Lifelong Learning Institutes
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.
Brady, E.M., Holt, S.R. & Welt, B. (2003). Peer teaching in lifelong learning institutes. Educational Gerontology, 29(10), 851-868. doi:10.1080/716100364