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Teachers’ leadership and students’ experience of group work.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.ORCID-id: 0000-0002-7117-5620
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för pedagogik och didaktik i utbildning och skola (PeDiUS). Linköpings universitet, Utbildningsvetenskap.
2012 (engelsk)Inngår i: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 18, nr 3, s. 345-363Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Group work is used as a means of learning at all levels of most educational systems.  However, teachers often use group work without considering its “pros and cons.” Such a mode of non-reflected application may sometimes end up in positive experiences and learning, but the likelihood is that the outcome will be the opposite.

 

The aim of this qualitative study is to address students’ experiences of collaborative group work, that is, when working as a group. What features do students emphasise in their experiences and descriptions of constructive and destructive group work? A prime aim is to give the students a voice in the matter. Data was collected by means of six focus groups with students aged 13-16, and a qualitative content analysis was performed.

 

The originality of this research is three-folded. First, it discloses what students consider as important requisites for a successful group work. Their inside knowledge about classroom activities end up in a list (a taxonomy) of crucial conditions for high-quality group work. Second, the conditions mentioned by the students have all been confirmed by recent scientific research. Thus, thirdly, the present study may provide teachers with evidence-based knowledge about successful group work.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2012. Vol. 18, nr 3, s. 345-363
Emneord [en]
Group work, Collaborative learning, Cooperative learning, Teachers’ leadership
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-69517DOI: 10.1080/13540602.2012.629842ISI: 000303571600006OAI: oai:DiVA.org:liu-69517DiVA, id: diva2:428250
Tilgjengelig fra: 2011-06-29 Laget: 2011-06-29 Sist oppdatert: 2017-12-11bibliografisk kontrollert

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