Facilitating Collaborative Work in Tertiary Teaching: A Self-Study

Autor/in	Verenikina, Irina
Titel	Facilitating Collaborative Work in Tertiary Teaching: A Self-Study
Quelle	In: Australian Educational Researcher, 39 (2012) 4, S.477-489 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-012-0077-5
Schlagwörter	Scaffolding (Teaching Technique); Preservice Teachers; Cooperative Learning; Interviews; Diaries; Psychological Patterns; Adult Students; High School Graduates; Self Esteem; Teacher Role; College Faculty; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Interviewing; Interviewtechnik; Diary; Tagebuch; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Self-esteem; Selbstaufmerksamkeit; Lehrerrolle; Fakultät; Lehramtsstudiengang; Lehrerausbildung
Abstract	This paper reports on a self-study undertaken by the author to better understand the educational practices of scaffolding in pre-service teachers' collaborative group work. The method included student interviews, conversations with a critical friend, and the researcher's diary. The self-study allowed for fine-tuning theoretical understanding and practical implementation of scaffolding in students' small group work. While the study confirmed my expectations that facilitation of the students' group work was useful for them to understand content and develop collaborative skills, the students' emphasis on the emotional side of scaffolding was a surprising find. It was also interesting to note that the needs of emotional scaffolding in mature age students were different to those of high school graduates, which related to their self-confidence and their understanding of the role of the lecturer in assisting with their academic work. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10