Coaching Tutors to Observe and Regulate Leadership in PBL Student Teams or You Can Lead a Horse to Water but You Can't Make It Drink…

Autor/inn/en	O'Shea, Noreen; Verzat, Caroline; Raucent, Benoit; Ducarme, Delphine; Bouvy, Thérèse; Herman, Benoit
Titel	Coaching Tutors to Observe and Regulate Leadership in PBL Student Teams or You Can Lead a Horse to Water but You Can't Make It Drink…
Quelle	In: Journal of Problem Based Learning in Higher Education, 1 (2013) 1, S.94-113 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Coaching (Performance); Tutors; Problem Based Learning; Cooperative Learning; Teamwork; Interdisciplinary Approach; Group Dynamics; Interaction; College Freshmen; Engineering Education; Foreign Countries; Cohort Analysis; Qualitative Research; Content Analysis; Feedback (Response); Sociometric Techniques; Leadership Styles; Teacher Role; Facilitators (Individuals); Interpersonal Relationship; Social Cognition; Conflict; Power Structure; Leadership Role; Questionnaires; Interviews; Belgium + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Gruppendynamik; Interaktion; Studienanfänger; Ingenieurausbildung; Ausland; Kohortenanalyse; Qualitative Forschung; Inhaltsanalyse; Soziometrie; Führungsstil; Lehrerrolle; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Kognition; Konflikt; Fragebogen; Interviewing; Interviewtechnik; Belgien
Abstract	The purpose of this paper is to investigate how PBL student teams develop specific leadership configurations when implementing interdisciplinary projects and whether or not tutors help in dealing with the group interactions that are subsequently generated. The data set was drawn from 2 cohorts of first-year students engaged in PBL activities in an engineering school in Belgium in 2011 and 2012. Following qualitative content analysis of tutor and student feedback and the use of sociometric testing, findings for 2011 showed that students developed 4 specific leadership configurations, each of them being positively correlated to specific perceived work outcomes. Findings for 2012 were based on using the sociogram as a pedagogical tool to enable tutors to describe and regulate group dynamics. We found that tutors positively perceive their role in facilitating production outcomes but are more uncomfortable when it comes to regulating the interpersonal problems that arise in student self-managed teams. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01