Effects of a Visualization-Based Group Awareness Tool on In-Service Teachers' Interaction Behaviors and Performance in a Lesson Study

Autor/inn/en	Wang, Axi; Yu, Shengquan; Wang, Minhong; Chen, Ling
Titel	Effects of a Visualization-Based Group Awareness Tool on In-Service Teachers' Interaction Behaviors and Performance in a Lesson Study
Quelle	In: Interactive Learning Environments, 27 (2019) 5-6, S.670-684 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Axi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1610454
Schlagwörter	Visualization; Communities of Practice; Interaction; Cooperative Learning; Teacher Collaboration; Teacher Competencies; Group Behavior; Teacher Behavior; Performance; Peer Influence; Elementary School Teachers; Lesson Plans; Foreign Countries; Computer Mediated Communication; Program Effectiveness; Network Analysis; Social Networks; Instructional Design; Planning; China + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Community; Interaktion; Kooperatives Lernen; Lehrerkooperation; Lehrkunst; Gruppenverhalten; Teacher behaviour; Lehrerverhalten; Achievement; Leistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Ausland; Computerkonferenz; Netzplantechnik; Social network; Soziales Netzwerk; Lesson concept; Lessonplan; Unterrichtsentwurf; Ablaufplanung; Planungsprozess
Abstract	Lesson study provides an opportunity for teachers to improve their knowledge and skills of classroom teaching, where a group of teachers collaboratively research, plan, and observe a series of lessons followed by ongoing discussions and reflections. While social interaction between group members plays an important role in collaborative learning contexts, there are concerns about the quality of interaction among teachers in a lesson study (e.g. inadequate engagement in discussion, and the process of interaction dominated by a few politically strong teachers). To address these issues, this study proposed a visualization-based group awareness tool that visualized individual and group behaviors and performance as well as peer comments to facilitate group interaction in a lesson study implemented on an online platform. Twenty-four primary school teachers participated in the study, and their interaction behaviors and lesson plans generated during the study were collected for analysis. The results revealed positive effects of the visualization-based group awareness tool on enhancing teachers' engagement in social interaction and fostering coherent interaction among members during the lesson study, and improving teachers' performance in learning process design through the study. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01