Collaborative Learning in a Teacher Training Class: A Case Study of a Teacher-Researcher's Experience.

Autor/in	Pytlik, Betty P.
Titel	Collaborative Learning in a Teacher Training Class: A Case Study of a Teacher-Researcher's Experience.
Quelle	(1990), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Cooperation; Cooperative Learning; Educational Research; Group Activities; Group Discussion; High Schools; Higher Education; Journal Writing; Preservice Teacher Education; Student Journals; Teacher Researchers; Teaching Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Co-operation; Kooperation; Kooperatives Lernen; Bildungsforschung; Pädagogische Forschung; Gruppenaktivität; Gruppendiskussion; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitschriftenaufsatz; Lehramtsstudiengang; Lehrerausbildung; Studentenzeitung; Lehrerforschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study was conducted to determine what kinds of references to cooperative activities or collaboration appeared in the journals kept by students in a graduate methods course on the teaching of writing and if there were difference in the references made by two new teaching assistants and two experienced high school teachers. New teachers wrote their reactions to articles, class activities, and outside readings in journals. They also related what they were learning in the methods course to what they were doing and observing in other graduate classes and in the freshman composition classes they taught. Journals were collected every three weeks and their comments were responded to by the teacher-researcher. Journal entries were coded by type of activity, participants, and setting, in or out of class. Analysis of journal entries found 10 types of cooperative activities: conferences, discussions, games, journal exchanges, peer review, planning for class, professional activities, reflections on cooperative activities and collaboration, other responses to pieces of writing, and other group activities. Results indicated that (1) the four teachers' interest and involvement in cooperative activities and collaboration differed substantially; (2) not all types of activities were equally represented in the journals; (3) the participants in cooperative activities were typically teachers; (4) the journals revealed a great variety in the kinds of references teachers made to cooperative activities; and (5) there were striking differences in the kind of references to activities made by the visiting high school teachers and the new teachers. (One table is included.) (MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC