Learning by Teaching

David Duran is Assistant Professor of Educational Psychology at the Autonomous University of Barcelona, Spain. David previously worked for over 15 years as a secondary school teacher, before moving on to initial teacher training, and co-ordinating the Research Group on Peer Learning (GRAI), which trains teachers and schools to implement programmes based on peer tutoring.Keith Topping is Professor of Educational and Social Research in the School of Education, University of Dundee, UK, where he is also Director of the Centre for Peer Learning. Having previously worked as a teacher, social worker, health specialist and educational advisor, Keith's interest now lies with peer learning, and he has advised national governments and organizations on the topic.

• Acknowledgement. 1. Learning by teaching: a new game of words? We all have experiences of having learned something by teaching it; Is there scientific evidence that teaching is a way of learning?; What do think teachers of all this? 2. Teaching and learning in the age of knowledge. Teaching and learning in our species; Changes in the conceptions of teaching and learning; The evolution of teaching and learning. 3. Learning by teaching: what do we know? Students as mediators and teachers; Evidence the tutor learning; Learning to teach: better than learning for oneself; To learn and explain: better than just learning to teach; Teaching interacting: better than teaching and explaining. 4. Learning by teaching others informally. Learning by teaching informally, but in person; Learning by teaching at work; Learning by teaching informally, through the Internet; Some lessons from informal learning. 5. Learning by teaching in formal education. Formal education in change; Formal situations of students who learn by teaching. 6. Teaching others and learning oneself: how can teachers learn by teaching? Predisposition to learning by teaching: my students are a source for my learning; Pre-active: learning when preparing classes for learning; Interactive: promoting bidirectionality to learn as we teach; Post-active: shared and reflective learning spaces for learning with others. References. Index.

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