ABSTRACT
The central argument in this book is that a single learning theory cannot fully encapsulate the complexity of the learning process. This chapter exemplifies how the three different learning positions can interact at the same time in collective peer teaching. Theoretically, these three learning positions can be seen as components of a “germ cell” constituting the foundational elements of classroom learning. They function according to a dialectical logic. In the realm of teacher education, the potential of collective peer teaching to bridge theory and practice is significant. Students are afforded an additional practice arena to develop as reflective practitioners. Moreover, it cultivates a stronger professional learning community where all students become helpers for each other.
