Monitoring Student Interaction during Collaborative Learning: Design and Evaluation of a Training Program for Pre-Service Teachers

Autor/inn/en	Kaendler, Celia; Wiedmann, Michael; Leuders, Timo; Rummel, Nikol; Spada, Hans
Titel	Monitoring Student Interaction during Collaborative Learning: Design and Evaluation of a Training Program for Pre-Service Teachers
Quelle	In: Psychology Learning and Teaching, 15 (2016) 1, S.44-64 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725716638010
Schlagwörter	Cooperative Learning; Preservice Teachers; Quasiexperimental Design; Student Behavior; Interaction; Preservice Teacher Education; Video Technology; Instructional Effectiveness; Foreign Countries; Statistical Analysis; Vignettes; Pretests Posttests; Germany + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Student behaviour; Schülerverhalten; Interaktion; Lehramtsstudiengang; Lehrerausbildung; Unterrichtserfolg; Ausland; Statistische Analyse; Deutschland
Abstract	The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of student interactions in collaborative learning settings served as learning opportunities in the training and as test scenarios for measuring monitoring competency in an assessment tool. Participants completed the assessment tool before and immediately after the training program. A control group (N = 33) completed the assessment tool twice but did not receive training in between. Results show that monitoring competency increased significantly in the training group but not in the control group. This provides initial evidence that a video-based training program can effectively enhance pre-service teachers' noticing of behavioral indicators of collaborative, cognitive, and meta-cognitive student activities in a relatively short time. Our findings are of practical relevance as evaluating student interactions in a collaborative learning setting is challenging, yet also a skill much needed in teacher practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01