Pre-Service Teachers' Experiences on the Learning by Teaching Process

Abstract

The idea that teaching is a way of learning is not new and there is a big difference between learning for oneself and teaching for others. The factor that creates this difference is the teaching effect, in other words, the teaching expectancy. Studies have reported that the expectation of teaching others contributes to better learning of educational content and helps deeper learning. but this effect has attracted a little attention in teacher training. This study reports the findings from a case study that investigated the experiences of pre-service teachers within the learning-by-teaching activities. Learning-by-teaching entails a set of methods and mediums. In this study, a non-interactive video-producing approach was employed. A total of 23 pre-service teachers participated in the study. Research data were collected using semi-structured interviews. Three main themes and twenty codes have emerged from the analysis. The results indicated that producing instructional videos for peers positively affects students' learning, increases motivation, improves teaching skills, digital skills, self-assessment skills and promotes deep learning. In addition, the results have also revealed that learning by teaching is an effective learning method at the university level and in teacher education.