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Group work management in the classroom
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-1391-3346
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-7117-5620
2014 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, no 2, 222-234 p.Article in journal (Refereed) Published
Abstract [en]

This study aims to provide a better understanding of teachers’ managing roles when using group work in the classroom. Building on Granström’s (2007) two concepts of leadership and teachership, a more specific aim is to investigate teachers’ managing roles when using group work and how teachers’ presumptions affect the way in which they manage the pedagogical mode. The results show that teachers’ managing roles influence teachers’ willingness to use group work. Teachers may be unwilling to use group work based on their presumption that it teaches students only collaboration abilities and not subject knowledge. This may be a supplemental yet significant explanation as to why group work continues to decrease in classrooms.

 

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2014. Vol. 58, no 2, 222-234 p.
Keyword [en]
teacher presumptions, group work, leadership, teachership
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-84617DOI: 10.1080/00313831.2012.725098ISI: 000332197300005OAI: oai:DiVA.org:liu-84617DiVA: diva2:560742
Available from: 2012-10-15 Created: 2012-10-15 Last updated: 2017-12-07

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Forslund Frykedal, KarinHammar Chiriac, Eva

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • Other locale
More languages
Output format
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