Abstract:

Student-led instruction is increasingly used in higher education to promote active learning and peer collaboration among pre-service teachers. While much research has focused on the benefits for student instructors, less attention has been paid to the experiences of those receiving peer instruction. This study explores how fifth-year pre-service teachers describe perceived learning outcomes, challenges, and structural conditions that shape their experiences of peer-led learning environments.

This study was grounded in constructivist learning theory and cognitive load theory. While constructivism highlights the potential for deep learning through social interaction and discussion, cognitive load theory suggests that the effectiveness of peer instruction may depend on how well the content is structured and delivered.

A thematic analysis of qualitative written pre-service teachers’ reflections revealed three key themes:
(1) learning through alternative perspectives, where students appreciated exposure to diverse explanations and interactive methods;
(2) challenges with clarity and depth, as variations in preparation and presentation quality sometimes hindered comprehension; and
(3) structural constraints, including limited time for reflection and discussion, leading to surface-level understanding rather than deep learning.

While some students found peer instruction engaging and beneficial, others felt that their learning was compromised by inconsistencies in content delivery.

Receiving student-led instruction enhances learning by providing varied perspectives and active engagement. However, its effectiveness is conditional on well-structured delivery, adequate preparation, and opportunities for deeper discussions. The findings suggest that to optimise peer learning, student-led instruction should be complemented by scaffolding mechanisms that ensure clarity and coherence in the content presentation.

Keywords:

Learning by teaching, consequences, student active learning.