ABSTRACT
In the second case study, student teachers were assigned to take over the responsibility for most of the lessons during one single course in a teacher education program. The collective peer teaching design was implemented in a mandatory 15 credit course in pedagogy, the fifth and final year of the Primary and Lower Secondary Teacher Education for Years 1–7. A total of 155 students followed the course as a part of one of the largest teacher education institutions in Norway. Seven of eleven lessons in the smaller classes were organized as peer teaching, typically with three students in the peer teacher teams. An online survey was employed to explore student teachers’ perceptions of their participation. The survey instrument includes a mix of closed-ended and open-ended questions, with items focusing on various facets of peer teaching quality and the students’ perceived learning outcomes.
