Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning

Autor/inn/en	Farrell, Thomas S. C.; Jacobs, George M.
Titel	Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning
Quelle	In: TESL-EJ, 19 (2016) 4, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Reflective Teaching; Communities of Practice; Cooperative Learning; English (Second Language); Second Language Instruction; English Teachers; Teacher Attitudes; Heterogeneous Grouping; Group Dynamics; Peer Relationship; Interaction; Teacher Participation; Accountability; Teacher Collaboration + Suchen Sie Ihr Suchwort? Community; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Gruppendynamik; Peer-Beziehungen; Interaktion; Verantwortung; Lehrerkooperation
Abstract	This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective groups enable teachers to learn about cooperative learning and to consider how cooperative learning fits with their beliefs about education and society. Additionally, the article argues that when teachers experience successful peer interaction with their fellow teachers guided by the literature on teacher reflection and the literature on cooperative learning, they will be more likely to want their own students to experience the advantages of well-organized interaction with the students' own peers, their fellow students. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01