Search results for: Collaborative learning
Page 1/3 23 items
A Peer Assisted Learning (PAL) approach to pre-service teacher professional experiences in Australia: organisational friendships
This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study. The authors found that peer engagement facilitated the development of friendships and social support among participants. This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements. The PAL approach highlights the benefit of collaborative professional learning.
Updated: Oct. 07, 2019
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. it exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019
This study explores the learning experiences of seven educators who participated in an authentic learning-based, fully online postgraduate certificate programme for teaching in higher education. The author concludes that the findings clearly underline the transformative value of stepping out of the comfort zone instead of accommodating for familiar and preferred ways of learning. The participants who endured through a difficult ‘climax’ in their learning journey described a powerful experience of professional growth. The author argues that the professional growth was caused by the advanced self-regulation skills that the participants demonstrated. The authors recommend on designing online learning environments that promote the development of self-regulation skills as well as strengthening the facilitation of collaborative learning.
Updated: Feb. 21, 2018
Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills
The purpose of this paper is describe the authors' pedagogical framework for the twenty-first-century learning practices in teacher education. The authors argue that teacher education has been challenged by the need to enhance the new teachers’ ability to implement new pedagogical approaches and take advantage of ICT for teaching and learning. Since the current way of working in teacher education does not match well enough the needs of twenty-first-century learning environments, such as inquiry-based learning approaches that focus upon collaboration and social forms of learning, as well as the use of ICT. According to the authors' approach, pre-service teachers are educated in a way they are supposed to teach their future students.
Updated: Feb. 14, 2018
This study intends to explore student and novice teachers’ experiences with the implementation of collaborative learning (CL) in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The findings revealed several dilemmas in the stories of student and novice teachers that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when implementing CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment and novice teachers: teacher autonomy vs. institutional conformity).
Updated: Jul. 05, 2017
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Updated: Dec. 06, 2015
Based on new cloud technology and related learning theories, this article presents a new e-learning model called the collaborative learning cloud to solve the problem of instructor–student imbalance in current e-learning applications, especially in China. The authors conclude that students can receive learning support services according to their needs from the collaborative learning cloud in which other students and instructors are connected with each other as a kind of virtual learning resources. By applying the knowledge modelling technique and the economic model of free market in the collaborative learning cloud, virtual resources can be dispatched in the most reasonable and effective way. This design alleviates the tension between limited instructional resources and too many learning support demands.
Updated: Oct. 28, 2015
In this study, the authors were interested to investigate how a lesson plan study (LPS) activity conducted within the context of a computer-supported collaborative learning (CSCL) environment would impact on prospective teachers’ repertoires of pedagogical-content knowledge (PCK) about teaching primary school mathematics. By the end of this study, it was found that the prospective teachers had made considerable advances to their repertoires of PCK. The authors found several factors that influenced growth in PCK.
Updated: Apr. 30, 2014
The current study explores the development of student teachers’ skills in implementing collaborative learning using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in collaborative learning implementation. The results indicate that student teachers generally perform well in implementing collaborative learning.
Updated: Jul. 29, 2012
This paper presents the action research component of a Master of Natural Science degree program for physics teachers at a large research university in the southwestern United States. The article describes both process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers. The teachers who have completed the MNS degree program indicate their AR process was a valuable and interesting experience despite the manifold challenges of conducting classroom research in cooperation with a team of teachers while simultaneously teaching full time.
Updated: May. 19, 2011