Conceptualising Teacher Practice and Pupil Group Learning through Developmental Stages and Integration Factors

Autor/inn/en	Saito, Eisuke; Atencio, Matthew
Titel	Conceptualising Teacher Practice and Pupil Group Learning through Developmental Stages and Integration Factors
Quelle	In: Policy Futures in Education, 12 (2014) 4, S.558-571 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2014.12.4.558
Schlagwörter	Group Instruction; Teaching Methods; Developmental Stages; Group Activities; Cooperative Learning; Foreign Countries; Group Dynamics; Interpersonal Relationship; Help Seeking; Educational Environment; Teacher Role; Teacher Attitudes; School Culture; Student Role; Student Development; Educational Resources; Access to Education; Sustainability; Elementary Secondary Education; Asia + Suchen Sie Ihr Suchwort? Gruppenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Kooperatives Lernen; Ausland; Gruppendynamik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Lehrerverhalten; Schulkultur; Schulleben; Bildungsmittel; Education; Access; Bildung; Zugang; Bildungszugang; Nachhaltigkeit; Asien
Abstract	This article proposes four key developmental stages and various underpinning factors pertaining to the practices of setting up and supporting group learning in the classroom setting. The discussion is mostly explained conceptually, with some compelling examples from the field. The authors subsequently advise that three elements of integration--namely, reciprocity, redistribution and exchange--are also critical to the viability of group learning. The authors aver that teachers require extensive support and guidance in order to facilitate group learning appropriately. Frequent mutual peer observations and reflection can be used to improve practices and generate investment in this approach across the entire school culture. (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10