Teacher competencies for the implementation of collaborative learning in the classroom. A framework and research review.

Autor/inn/en	Kaendler, Celia; Wiedmann, Michael; Rummel, Nikol; Spada, Hans
Titel	Teacher competencies for the implementation of collaborative learning in the classroom. A framework and research review.
Quelle	In: Educational psychology review, 27 (2015) 9, S. 505-536Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1040-726X; 1573-336X
DOI	10.1007/s10648-014-9288-9
Schlagwörter	Kompetenz; Pädagogische Psychologie; Lehrer; Lehrerrolle; Schüler; Interaktion; Kooperatives Lernen; Lernen; Didaktik; Unterricht; Literaturanalyse; Kollaboration; Rahmenbedingung
Abstract	This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. [The authors] therefore focus on what a teacher can do to foster student interaction. First, [they] present a framework that draws a comprehensive picture of a teacher role [the authors] see as germane to fostering student interaction. The framework distinguishes between five teacher competencies that span across all implementation phases of collaborative learning: the ability to plan student interaction, monitor, support, and consolidate this interaction, and finally reflect upon it. Then, [they] review research on collaborative learning and structure this review along the five teacher competencies presented in the framework. The review targets relevant concepts and pivotal empirical research results about how to foster student interaction. For each competency, [they] first summarize relevant concepts and empirical results. [The authors] then apply the concepts and findings to a classroom situation. These teaching vignettes illustrate the functions of the five teacher competencies in fostering student interaction in collaborative learning. For each vignette, [they] discuss and highlight specific aspects of the presented teacher role and draw practical implications. Monitoring and supporting in the classroom should be trained in teacher education and facilitated by providing teachers with tools such as a checklist of beneficial student behaviors. These practical implications can inform educational practices and offer new directions for future research regarding promoting collaborative learning. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1