The Dynamics of Peer Learning in Inclusive Classrooms: Teacher
Practices and Student Voices

k 2025

The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices

JURČÍK, Miroslav; Jana NAVRÁTILOVÁ; Jana OBROVSKÁ; Petr SVOJANOVSKÝ; Jana KRATOCHVÍLOVÁ et al.

Základní údaje

Originální název

The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices

Autoři

JURČÍK, Miroslav ; Jana NAVRÁTILOVÁ; Jana OBROVSKÁ; Petr SVOJANOVSKÝ a Jana KRATOCHVÍLOVÁ

Vydání

ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality? 2025

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

web konference

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14410/25:00144571

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

vrstevnické učení; inkluzivní vzdělávání; inkluzivní třída

Klíčová slova anglicky

peer learning; inclusive classroom; inclusive education; peer tutoring

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 8. 4. 2026 17:00, Mgr. Jana Obrovská, Ph.D.

Anotace

V originále

This conference paper was presented at the conference of the Association of Teacher Education in Europe held in Dublin. It was created as part of a research project funded by the Czech Science Foundation (GA23-04764S). Peer learning (PL) is a widely used strategy in inclusive classrooms, fostering collaboration and knowledge exchange among students. While its benefits are well-documented (Cockerill et al., 2018), less attention has been given to how teachers structure PL to meet diverse student needs and how students perceive its impact. This paper explores these aspects, focusing on the challenges of balancing PL to ensure both engagement and effectiveness. The research was conducted in two lower secondary schools, involving 42 students and 6 teachers across multiple subjects. Data collection included classroom observations, individual and group interviews with students, and post-lesson teacher interviews. The findings indicate that teachers successfully engage students with diverse needs through PL, yet maintaining an optimal balance in its use remains a challenge. Teachers view PL as a key instructional strategy, but some students report feeling overwhelmed by its frequent implementation. Additionally, certain students passively rely on their peers, leading to disparities in participation and learning outcomes. The study highlights that teachers often emphasize the procedural aspects of PL, such as group structures and collaboration rules, rather than adapting the approach based on students’ individual needs. This may limit the full potential of PL, particularly for students who struggle with active participation. In the context of increasing digitalization and the growing influence of artificial intelligence in education, the role of the teacher in providing personal support and guidance remains essential. To enhance PL, teachers should incorporate structured role rotation, balance collaborative and individual learning, and ensure that student voices are considered in shaping the learning process. Cockerill, M., Craig, N., & Thurston, A. (2018). Teacher perceptions of the impact of peer learning in their classrooms: Using social interdependence theory as a model for data analysis and presentation. International Journal of Education and Practice, 6(1),14-27.

Návaznosti

GA23-04764S, projekt VaV

Název: Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Investor: Grantová agentura ČR, Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Citovat

JURČÍK, Miroslav; Jana NAVRÁTILOVÁ; Jana OBROVSKÁ; Petr SVOJANOVSKÝ a Jana KRATOCHVÍLOVÁ. The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices. In ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality? 2025.

@proceedings{2543725,
   author = {Jurčík, Miroslav and Navrátilová, Jana and Obrovská, Jana and Svojanovský, Petr and KRATOCHVÍLOVÁ, Jana},
   booktitle = {ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality?},
   keywords = {peer learning; inclusive classroom; inclusive education; peer tutoring},
   language = {eng},
   title = {The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices},
   url = {https://atee.education/conferences/annual-conference/},
   year = {2025}
}

TY  - CONF
ID  - 2543725
AU  - Jurčík, Miroslav - Navrátilová, Jana - Obrovská, Jana - Svojanovský, Petr - KRATOCHVÍLOVÁ, Jana
PY  - 2025
TI  - The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices
KW  - peer learning
KW  - inclusive classroom
KW  - inclusive education
KW  - peer tutoring
UR  - https://atee.education/conferences/annual-conference/
N2  - This conference paper was presented at the conference of the Association of Teacher Education in Europe held in Dublin. It was created as part of a research project funded by the Czech Science Foundation (GA23-04764S). Peer learning (PL) is a widely used strategy in inclusive classrooms, fostering collaboration and knowledge exchange among students. While its benefits are well-documented (Cockerill et al., 2018), less attention has been given to how teachers structure PL to meet diverse student needs and how students perceive its impact. This paper explores these aspects, focusing on the challenges of balancing PL to ensure both engagement and effectiveness. The research was conducted in two lower secondary schools, involving 42 students and 6 teachers across multiple subjects. Data collection included classroom observations, individual and group interviews with students, and post-lesson teacher interviews. The findings indicate that teachers successfully engage students with diverse needs through PL, yet maintaining an optimal balance in its use remains a challenge. Teachers view PL as a key instructional strategy, but some students report feeling overwhelmed by its frequent implementation. Additionally, certain students passively rely on their peers, leading to disparities in participation and learning outcomes. The study highlights that teachers often emphasize the procedural aspects of PL, such as group structures and collaboration rules, rather than adapting the approach based on students’ individual needs. This may limit the full potential of PL, particularly for students who struggle with active participation. In the context of increasing digitalization and the growing influence of artificial intelligence in education, the role of the teacher in providing personal support and guidance remains essential. To enhance PL, teachers should incorporate structured role rotation, balance collaborative and individual learning, and ensure that student voices are considered in shaping the learning process. Cockerill, M., Craig, N., & Thurston, A. (2018). Teacher perceptions of the impact of peer learning in their classrooms: Using social interdependence theory as a model for data analysis and presentation. International Journal of Education and Practice, 6(1),14-27.
ER  -

JURČÍK, Miroslav; Jana NAVRÁTILOVÁ; Jana OBROVSKÁ; Petr SVOJANOVSKÝ a Jana KRATOCHVÍLOVÁ. The Dynamics of Peer Learning in Inclusive Classrooms: Teacher Practices and Student Voices. In \textit{ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality?}. 2025.

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