Peer-learning: An Alternative Teaching Pedagogy for Highly Teacher Centered Classes

The present study was undertaken to find out whether peer learning can be an alternative teaching pedagogy in a highly teacher centered class taking Bhutanese school as case study. The study involved classroom observation of teaching and learning processes and focus group interviews. The study sample included 11 Bhutanese secondary schools spread over 4 Dzongkhags (state). 22teachers and 88 students were engaged in the study. One of the main findings of this study is the minimal existence of comfort zone between the teacher and students in Bhutanese schools. This has led to the practice of peer learning initiated both by the students and teachers to enhance students' learning. Another finding is that peer-teaching is a dominant practice as compared to reciprocal peer-learning. Other findings include the existence of opportunities to enhance peer-learning through remedial classes and in boarding schools. Some of the recommendations are: to include the peer learning method with its multifaceted approach as one of the teaching and learning approaches in teacher training programmes; implement peer learning through remedial classes and in hostels; and work towards the comfort zone between the teacher and the students