Search results for: Group dynamics
Page 1/2 18 items
This research examined how 240 teachers in 15 classrooms described their experiences of their learning to compose with digital video (DV). The findings described composition connections they made between print and video, successes and frustrations they experienced in learning DV, additional technical instruction they wanted, and the curricular relevance they perceived with DV in the classroom.
Updated: Jan. 10, 2016
The Interaction Between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators
The present study investigates the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Findings show that both breaking of isolation in the group and talk about student learning were essential in promoting individual progression toward change that entailed developing awareness of the possibility of infusing thinking into college-level teaching and the development of dispositions to do so in their courses.
Updated: Dec. 29, 2015
Collaboration or confrontation? An Investigation into the Role of Prior Experiences in the Completion of Collaborative Group Tasks by Student Teachers
The purpose of this research was to examine students’ views on the value of their own and others’ prior experiences in the performance and completion of the tasks. They were also asked about how prior experiences might affect the dynamic of the groups they worked in and what improvements might make the tasks more effective. The findings revealed that prior experiences, particularly those related to practical skills, were valued by the students as contributory factors to the successful completion of collaborative tasks. Furthermore, some of the students’ prior experiences led them to take a less active role in the tasks, while others led students to appear highly opinionated. The students were in agreement that there was a need for mutual respect and acceptance of others’ ideas in order to make the groups work effectively.
Updated: Jul. 06, 2015
This article presents a qualitative case study, which examined the relationship between conversations during formal collaborative experiences and the actual classroom practice of early childhood teachers in a district, Head Start, and university lab school. Three elements related to the development of communities of practice emerged from this study: (a) parallel processes that promoted the transfer of teacher talk into practices that enriched classroom environments; (b) administratively supported collective control of curriculum by teachers promotes a practice-based focus; and (c) use of protocols actively guides the content and process of teachers’ conversations. This study illustrates the importance of group routines and intentions, collective ownership of curriculum, and their role in the development of productive parallel processes.
Updated: Jul. 01, 2014
This article presents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. In this literature review, the author summarized the distinct perspectives that have been theorized and researched. He also reviewed several typologies including peer mentoring, one-to-many mentoring, and many-to-one mentoring, and many-to-many mentoring that have been identified in the research. Finally, he identified significant gaps that exist in the study of group mentoring.
Updated: Mar. 11, 2014
The authors are teacher educators in the Academic College of Education (ACE) program at Kaye Academic College of Education. Over the years, the 10 teacher educators working in the program have developed a community of practice. In this article, the authors explore the crisis they confronted as a professional learning community, the tensions underlying the crisis, the paths to resolving their crisis, and their decision to look more closely at how collaborative communities of practice affect both group and individual identities. The data analysis revealed two general thematic tensions that supported the authors' understanding of their group’s crisis and led them to identify two metaphors that would help them develop a way out of their crisis. These tensions – preservation versus change and collective versus individual identity – related to their shared language and individual and group identity.
Updated: Jan. 12, 2014
In this article, the authors were interested to examine collective efficacy in the classroom by using Vygotsky's view. The authors' purpose was to illustrate ways in which the classroom teacher becomes classroom community organizer, especially as relating to the development of collective classroom efficacy. The data for this exploration were collected from an extensive ethnographic data set from one teacher’s fifth-grade classroom over four years.
Updated: Sep. 13, 2012
Convergent Adaptation in Small Groups: Understanding Professional Development Activities Through a Complex Systems Lens
This article reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation in two cases of teachers working together on a technology-based curriculum construction activity. The article explores the relationship between group characteristics and adaptation processes. The authors have used the core complex systems concept of adaptation as a lens for understanding how and why some teachers are better able to adapt to the educational program requirements.
Updated: Feb. 13, 2012
Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers
This study involved eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings showed that collaborative engagement of teachers in these approaches was influenced by three factors: time to engage and collaborate, workload, and group dynamics.
Updated: Feb. 08, 2012
This article describes a phenomenological study that aimed to explore the relationships between university supervisors, in-service and pre-service teachers (triads). Two triads participated in a joint pre-service and in-service professional development project. The key research findings indicate that : (1) when triads were engaged in projects that promoted participants' synthesis of products as they enlist what they are learning, collaborative positioning occurred; and (2) adequate time for interactions led to another influential social force: the establishment of trust and relationships.
Updated: Jun. 13, 2011