Students' Willingness to Practice Collaborative Learning

Autor/inn/en	Weinberger, Yehudith; Shonfeld, Miri
Titel	Students' Willingness to Practice Collaborative Learning
Quelle	In: Teaching Education, 31 (2020) 2, S.127-143 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weinberger, Yehudith) ORCID (Shonfeld, Miri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2018.1508280
Schlagwörter	Student Teachers; Student Teacher Attitudes; Intention; Cooperative Learning; Preservice Teacher Education; Teacher Education Programs; Foreign Countries; Teaching Methods; Israel + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kooperatives Lernen; Lehramtsstudiengang; Lehrerausbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The study presented here sought to determine how student teachers' personal characteristics, attitudes, knowledge, experience and skills for using collaborative learning influence their willingness to use this demanding pedagogy in their classes. A structural equation modeling (SEM) analysis model based on data from questionnaires emphasized the direct effect of experience on attitudes and skills, but showed no such effect on knowledge. There was no difference in research variables based on gender, age and degree in respondents' willingness to integrate collaborative learning. One major conclusion of the study is that teacher education programs should include a study of the theoretical and strategic aspects of collaborative learning, as well as active experience with this pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01