CSCL in Teacher Training: What Learning Tasks Lead to Collaboration?

Autor/inn/en	Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert
Titel	CSCL in Teacher Training: What Learning Tasks Lead to Collaboration?
Quelle	In: Technology, Pedagogy and Education, 19 (2010) 1, S.63-78 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Preservice Teacher Education; Inservice Teacher Education; Graduate Students; Teacher Collaboration; Interaction; Cooperative Learning; Education Courses; Reflection; Reflective Teaching; Learning Activities; Foreign Countries; Student Attitudes; College Instruction; Instructional Effectiveness; Interviews; Content Analysis; Educational Technology; Instructional Design; Computer Mediated Communication; Discussion Groups; Integrated Learning Systems; Web Based Instruction; Netherlands + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerkooperation; Interaktion; Kooperatives Lernen; Fortbildungskurs; Lernaktivität; Ausland; Schülerverhalten; Hochschullehre; Unterrichtserfolg; Interviewing; Interviewtechnik; Inhaltsanalyse; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Web Based Training; Niederlande
Abstract	Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be addressed in, for example, collaborative learning tasks, supported with technology. In this study, eight learning tasks of three initial teacher training programmes were investigated concerning the collaboration of 41 student teachers. Various task elements (structure, learning goal and content) affected the participation of student teachers in the tasks, their interaction, and the nature of their communication. The results indicate that reflection-oriented tasks stimulated participation, and in combination with task structure also interaction. Structured tasks which required critical reflection on personal experiences and perspectives triggered task-related communication and a deep level of information exchange. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10