Literacy Matters - Vol 21 - Winter 2021

Early Childhood Preservice Teachers’ Perceptions of Cross-Institutional Peer Reviews

by Lori A. Caudle, PhD, Department of Child and Family Studies, The University of Tennessee and Jennifer Barrett-Tatum, PhD, School of Teaching and Learning, Western Carolina University

Reading Matters Writing Matters

ABSTRACT — Cross-institutional peer reviews provide unique learning opportunities that extend beyond the boundaries of teacher preparation programs. These types of partnerships may encourage new and different ways of thinking among preservice teachers, ultimately influencing knowledge acquisition and improving classroom pedagogies. Cross-institutional peer reviews are complicated, requiring extensive instructor collaboration and facilitation. Preservice teachers’ perceptions of cross-institutional peer reviews are valuable to consider in order to develop high- quality and effective protocols. The purpose of this study was to investigate how early childhood preservice teachers from two institutions perceived a cross-institutional peer review partnership, which focused on completing and receiving a structured peer feedback protocol about a digital literacies project designed for young children. Twenty-nine preservice teachers from two early childhood education programs participated in the study. These students were enrolled in a distance learning and a face-to-face program at two institutions of higher education in different states and regions. The participants varied in education levels, age ranges, and years of experience working in early childhood education. Instructors paired participants and facilitated a peer review process that included preservice teachers critiquing the work of their peers using a structured template. Preservice teachers’ perceptions of the process were gathered using a questionnaire. The primary data analysis included qualitative coding of open-ended responses to the questionnaire. Coding led to the development of codes organized within four major categories, including (1) peer feedback, (2) instructional design, (3) overall satisfaction, and (4) technology. Most of the preservice teachers’ comments related to benefits or challenges with the peer feedback process in regards to these four areas. Overall, while preservice teachers were satisfied, they were able to identify specific challenges and benefits of the cross-institutional partnership that are valuable to consider in future collaborations. Early Childhood Preservice Teachers’ Perceptions of Cross-Institutional Peer Reviews Teacher education programs prepare early childhood educators to teach in a variety of settings, both in-person and virtually, using sound pedagogical and culturally responsive literacy education practices. Education programs recognize the influence of local cultures and resources in the development of teaching practices, ultimately shifting away from “one size fits all” approaches literacy learning (e.g., phonics worksheet) to one that considers pedagogically sound teaching and literacy learning within context (Cochran-Smith et al., 2011, p. 27). This study is based on situated learning theory,

where social and cultural environments and interactions are integral to teacher development (Rogoff, 1995). Through this perspective, diverse social contexts, and tools used within them, promote the development of new knowledge through interactions and joint activities (Lave & Wenger, 1991). Collaborative learning experiences that extend the boundaries of teacher preparation programs help preservice teachers recognize how life histories, cultural practices, prior educational experiences, and geographical locations influence their development as educators (Bozalek & Matthews, 2009). Zhao (2010) stressed, despite diversity in K-12 schools, a majority of teachers do not have cultural backgrounds similar to the children they teach. Cross-institutional peer reviews, or critiques, are situated learning experiences that support preservice teacher development by recognizing diverse and multiple perspectives. Cross-institutional peer reviews afford preservice teachers rich experiences to expand their knowledge and strengthen their foundations for teaching beyond their programs, communities, and local cultures. These types of reviews have the ability to be engaging, cost-efficient learning experiences that promote guided reflection and critique through virtual communication. In 2015, the Institute of Medicine and National Research Council recommended utilizing a collective approach to preservice teacher education and professional development that includes peer-to-peer learning and opportunities for shared learning across birth through age 8 courses and settings. Cross-institutional peer reviews involve instructors from at least two institutions working together to provide opportunities for preservice teachers to critique the work of peers from other institutions, in efforts to improve knowledge and practice. This method of peer critique is particularly valuable in literacy education since the process temporarily removes individuals from their cultural norms, which are rooted in childhood, schooling experiences, geographical locations, and current higher-education programs (Bozalek & Matthews, 2009). Facilitating cross-institution peer reviews is complex, requiring considerable commitment and careful planning from course instructors (Boase-Jelinek et al., 2013). There is limited literature on the process of designing and facilitating cross-institutional peer reviews (Mulder et al., 2014; van den Berg et al., 2006), particularly within the context of teaching foundational literacy knowledge. The purpose of this study was to investigate how early childhood preservice teachers from two institutions perceived a cross-institutional peer review partnership, which focused on completing and receiving a structured peer feedback protocol about a digital literacies project.

Literacy Matters | Volume 21 • Winter 2021 | 57 |

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