Razumevanje izzivov, povezanih s sodelovalnim učenjem: empirična študija z osnovnošolskimi učitelji
Ključne besede:
sodelovalno učenje, težave pri izvajanju, študija intervjujev, osnovna šola, učitelji
Povzetek
Sodelovalno učenje vključuje učinkovite metode za izboljšanje učenja učencev v osnovni šoli in heterogenih razredih. Vendar ga učitelji ne uporabljajo pogosto. V pričujoči raziskavi smo z intervjujem raziskovali, na katerih ravneh izobraževalnega sistema se po mnenju osnovnošolskih učiteljev nahajajo težave, povezane s temi metodami, in kakšne nasprotujoče si zahteve povezujejo z njimi. Študija ponuja pomemben vpogled v to, kako bi lahko reševali izzive, povezane s sodelovalnim učenjem.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
Adl-Amini, K. (2018). Tutorielles Lernen im naturwissenschaftlichen Sachunterricht der Grundschule. Umsetzung und Wirkung [Peer tutoring in primary science classrooms – Implementation and effectiveness]. Waxmann.
Allport, G. W. (1954). The nature of prejudice. Perseus Books.
Buchs, C., Filippou, D., Pulfrey C. & Volpé, Y. (2017). Challenges for cooperative learning implementation: reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296-306. https://doi.org/10.1080/02607476.2017.1321673
Büttner, G., J. Warwas, and K. Adl-Amini. 2012. “Kooperatives Lernen und Peer Tutoring im inklusiven Unterricht” [Cooperative Learning and Peer Tutoring in Inclusive Classrooms]. Zeitschrift für Inklusion: 1-2. https://doi.org/10.25656/01:5877
Çelik, S., Aytın K. & Bayram E. (2013). Implementing cooperative learning in the language classroom: opinions of Turkish teachers of English. Procedia - Social and Behavioral Sciences, 70: 1852-59. https://doi.org/10.1016/j.sbspro.2013.01.263
Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64(1): 1-35. https://doi.org/10.3102/00346543064001001
Dann, H.-D., Diegritz, T., & Rosenbusch, H. S. (1999). Gruppenunterricht im Schulalltag. Realität und Chancen [Group teaching in everyday school life. Reality and opportunities]. Friedrich-Alexander-Universität.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher, 38(3): 181-99. https://doi.org/10.3102/0013189x08331140
Deci, E. L., & Ryan R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik [The self-determination theory of motivation and its significance for pedagogy]. Zeitschrift für Pädagogik, 39(2): 223-238. https://doi.org/10.25656/01:11173
Ghaith, G. M. (2018). Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning. Issues in Education, 28(2): 385-404. https://doi.org/10.13140/RG.2.2.32014.66888
Gillies, R. M. (2000). The maintenance of cooperative and helping behaviours in cooperative groups. British Journal of Educational Psychology, 70(1): 97-111. https://doi.org/10.1348/000709900157994
Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: issues of implementation. Teaching and Teacher Education, 26(4): 933-40. https://doi.org/10.1016/j.tate.2009.10.034
Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of educational psychology, 98(4): 732-749. https://doi.org/10.1037/0022-0663.98.4.732
Götz, T., Lohrmann, K., Ganser, B., & Haag, L. (2005). Einsatz von Unterrichtsmethoden: Konstanz oder Wandel? [Usage of teaching methods: constancy or change?] Empirische Pädagogik, 19(4): 342-360.
Gray, K. E., & Otero, V. K. (2009). Analysis of former learning assistants’ views on cooperative learning. AIP conference proceedings, 1179 (1): 149-152.
Haag, L., Von Hanffstengel, U., & Dann, H.-D. (2001). Konflikte in den Köpfen von Lehrkräften im Gruppenunterricht [Conflicts in the minds of teachers in group teaching]. Zeitschrift für Pädagogik, 47(6): 929-941. https://doi.org/10.25656/01:4326
Helmke, A. (2012). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts [Teaching quality and teacher professionalism: diagnosis, evaluation and improvement of teaching]. (4th ed.). Klett/Kallmeyer.
Helsper, W. (2016). Antinomien und Paradoxien im professionellen Handeln [Antinomies and paradoxes in professional action]. In M. Dick, W. Marotzki & H. Mieg (Eds.), UTB Erwachsenenbildung: Bd. 8622. Handbuch Professionsentwicklung (pp.50-62). Verlag Julius Klinkhardt.
Ishler, A. L., Johnson, R. T., & Johnson, D. W. (1998). Long-term effectiveness of a stadewide-staff development program on cooperative learning. Teaching and teacher education, 14(3): 273-281. https://doi.org/10.1016/S0742-051X(97)00039-5
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone. Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Johnson, D. W. & Johnson, R. T. (2009). An educational psychology success story: social interdependence theory and cooperative learning. Educational Researcher, 38(5): 365-79. https://doi.org/10.3102/0013189x09339057
Karmina, S. (2018). Indonesian teachers’ beliefs about cooperative learning. Asia Pacific Journal of Education, Arts and Sciences, 5(2): 1-7.
Kuckartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung [Qualitative content analysis. Methods, practice, computer support] (4th ed.). Beltz Juventa.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10: 133-149. https://doi.org/10.1016/j.edurev.2013.02.002
Lendrum, A. & Humphrey, N. (2012). The importance of studying the implementation of interventions in school settings. Oxford Review of Education, 38(5): 635-52. https://doi.org/10.1080/03054985.2012.734800
Lipowsky, F. (2009). Unterricht [Teaching]. In E. Wild & J. Möller (Eds.), Pädagogische Psychologie (pp. 73-102). Springer. https://doi.org/10.1007/978-3-540-88573-3_4
Lipowsky, F. (2011). Theoretische Perspektiven und empirische Befunde zur Wirksamkeit von Lehrerfort- und -weiterbildung [Theoretical perspectives and empirical findings on the effectiveness of teacher training and in-service teacher education]. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (pp. 511-541). Waxmann.
McLeish, K. (2009). Attitude of Students Towards Cooperative Learning Methods at Knox Community College: A Descriptive Study. ERIC Clearinghouse.
Pauli, C., & Reusser, K. (2000). Zur Rolle der Lehrperson beim kooperativen Lernen [The role of the teacher in cooperative learning]. Swiss Journal of Educational Research, 22(3): 421-42. https://doi.org/10.24452/sjer.22.3.4585
Schrader, J., Hasselhorn, M., Hetfleisch, P., & Goeze, A. (2020). Stichwortbeitrag Implementationsforschung: Wie Wissenschaft zu Verbesserungen im Bildungssystem beitragen kann [Keyword contribution Implementation research: How science can contribute to improvements in the education system]. Zeitschrift für Erziehungswissenschaft, 23(1): 9-59. https://doi.org/10.1007/s11618-020-00927-z
Seiz, J., Wilde, A., Decker, A.-T., & Kunter, M. (2017). Professionelle Überzeugungen von Lehrkräften – Ein wichtiger Baustein für den Umgang mit heterogenen Schülergruppen im Unterricht. In U. Hartmann & M. Hasselhorn (Eds.), Entwicklungsverläufe verstehen - Individuelle Förderung wirksam gestalten. Forschungsergebnisse des Frankfurter IDeA-Zentrums [understanding developmental processes – supporting individually. Research results of the Frankfurt IDeA-Center]. (pp. 455-472). Kohlhammer.
Slavin, R. E. (1995). Cooperative Learning. Boston: Allyn and Bacon.
Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26(3): 281-302. https://doi.org/10.1080/03055690050137114
Veenman, S., van Benthum, N., Bootsma, D., van Dieren, J., & van der Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18(1): 87-103. https://doi.org/10.1016/s0742-051x(01)00052-x
Völlinger, V. A., Supanc, M., & Brunstein, J. C. (2017). Kooperatives Lernen in der Sekundarstufe [Cooperative learning in secondary education]. Zeitschrift für Erziehungswissenschaft, 21 (1): 159-76. https://doi.org/10.1007/s11618-017-0764-0
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Allport, G. W. (1954). The nature of prejudice. Perseus Books.
Buchs, C., Filippou, D., Pulfrey C. & Volpé, Y. (2017). Challenges for cooperative learning implementation: reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296-306. https://doi.org/10.1080/02607476.2017.1321673
Büttner, G., J. Warwas, and K. Adl-Amini. 2012. “Kooperatives Lernen und Peer Tutoring im inklusiven Unterricht” [Cooperative Learning and Peer Tutoring in Inclusive Classrooms]. Zeitschrift für Inklusion: 1-2. https://doi.org/10.25656/01:5877
Çelik, S., Aytın K. & Bayram E. (2013). Implementing cooperative learning in the language classroom: opinions of Turkish teachers of English. Procedia - Social and Behavioral Sciences, 70: 1852-59. https://doi.org/10.1016/j.sbspro.2013.01.263
Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64(1): 1-35. https://doi.org/10.3102/00346543064001001
Dann, H.-D., Diegritz, T., & Rosenbusch, H. S. (1999). Gruppenunterricht im Schulalltag. Realität und Chancen [Group teaching in everyday school life. Reality and opportunities]. Friedrich-Alexander-Universität.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher, 38(3): 181-99. https://doi.org/10.3102/0013189x08331140
Deci, E. L., & Ryan R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik [The self-determination theory of motivation and its significance for pedagogy]. Zeitschrift für Pädagogik, 39(2): 223-238. https://doi.org/10.25656/01:11173
Ghaith, G. M. (2018). Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning. Issues in Education, 28(2): 385-404. https://doi.org/10.13140/RG.2.2.32014.66888
Gillies, R. M. (2000). The maintenance of cooperative and helping behaviours in cooperative groups. British Journal of Educational Psychology, 70(1): 97-111. https://doi.org/10.1348/000709900157994
Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: issues of implementation. Teaching and Teacher Education, 26(4): 933-40. https://doi.org/10.1016/j.tate.2009.10.034
Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of educational psychology, 98(4): 732-749. https://doi.org/10.1037/0022-0663.98.4.732
Götz, T., Lohrmann, K., Ganser, B., & Haag, L. (2005). Einsatz von Unterrichtsmethoden: Konstanz oder Wandel? [Usage of teaching methods: constancy or change?] Empirische Pädagogik, 19(4): 342-360.
Gray, K. E., & Otero, V. K. (2009). Analysis of former learning assistants’ views on cooperative learning. AIP conference proceedings, 1179 (1): 149-152.
Haag, L., Von Hanffstengel, U., & Dann, H.-D. (2001). Konflikte in den Köpfen von Lehrkräften im Gruppenunterricht [Conflicts in the minds of teachers in group teaching]. Zeitschrift für Pädagogik, 47(6): 929-941. https://doi.org/10.25656/01:4326
Helmke, A. (2012). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts [Teaching quality and teacher professionalism: diagnosis, evaluation and improvement of teaching]. (4th ed.). Klett/Kallmeyer.
Helsper, W. (2016). Antinomien und Paradoxien im professionellen Handeln [Antinomies and paradoxes in professional action]. In M. Dick, W. Marotzki & H. Mieg (Eds.), UTB Erwachsenenbildung: Bd. 8622. Handbuch Professionsentwicklung (pp.50-62). Verlag Julius Klinkhardt.
Ishler, A. L., Johnson, R. T., & Johnson, D. W. (1998). Long-term effectiveness of a stadewide-staff development program on cooperative learning. Teaching and teacher education, 14(3): 273-281. https://doi.org/10.1016/S0742-051X(97)00039-5
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone. Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Johnson, D. W. & Johnson, R. T. (2009). An educational psychology success story: social interdependence theory and cooperative learning. Educational Researcher, 38(5): 365-79. https://doi.org/10.3102/0013189x09339057
Karmina, S. (2018). Indonesian teachers’ beliefs about cooperative learning. Asia Pacific Journal of Education, Arts and Sciences, 5(2): 1-7.
Kuckartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung [Qualitative content analysis. Methods, practice, computer support] (4th ed.). Beltz Juventa.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10: 133-149. https://doi.org/10.1016/j.edurev.2013.02.002
Lendrum, A. & Humphrey, N. (2012). The importance of studying the implementation of interventions in school settings. Oxford Review of Education, 38(5): 635-52. https://doi.org/10.1080/03054985.2012.734800
Lipowsky, F. (2009). Unterricht [Teaching]. In E. Wild & J. Möller (Eds.), Pädagogische Psychologie (pp. 73-102). Springer. https://doi.org/10.1007/978-3-540-88573-3_4
Lipowsky, F. (2011). Theoretische Perspektiven und empirische Befunde zur Wirksamkeit von Lehrerfort- und -weiterbildung [Theoretical perspectives and empirical findings on the effectiveness of teacher training and in-service teacher education]. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (pp. 511-541). Waxmann.
McLeish, K. (2009). Attitude of Students Towards Cooperative Learning Methods at Knox Community College: A Descriptive Study. ERIC Clearinghouse.
Pauli, C., & Reusser, K. (2000). Zur Rolle der Lehrperson beim kooperativen Lernen [The role of the teacher in cooperative learning]. Swiss Journal of Educational Research, 22(3): 421-42. https://doi.org/10.24452/sjer.22.3.4585
Schrader, J., Hasselhorn, M., Hetfleisch, P., & Goeze, A. (2020). Stichwortbeitrag Implementationsforschung: Wie Wissenschaft zu Verbesserungen im Bildungssystem beitragen kann [Keyword contribution Implementation research: How science can contribute to improvements in the education system]. Zeitschrift für Erziehungswissenschaft, 23(1): 9-59. https://doi.org/10.1007/s11618-020-00927-z
Seiz, J., Wilde, A., Decker, A.-T., & Kunter, M. (2017). Professionelle Überzeugungen von Lehrkräften – Ein wichtiger Baustein für den Umgang mit heterogenen Schülergruppen im Unterricht. In U. Hartmann & M. Hasselhorn (Eds.), Entwicklungsverläufe verstehen - Individuelle Förderung wirksam gestalten. Forschungsergebnisse des Frankfurter IDeA-Zentrums [understanding developmental processes – supporting individually. Research results of the Frankfurt IDeA-Center]. (pp. 455-472). Kohlhammer.
Slavin, R. E. (1995). Cooperative Learning. Boston: Allyn and Bacon.
Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26(3): 281-302. https://doi.org/10.1080/03055690050137114
Veenman, S., van Benthum, N., Bootsma, D., van Dieren, J., & van der Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18(1): 87-103. https://doi.org/10.1016/s0742-051x(01)00052-x
Völlinger, V. A., Supanc, M., & Brunstein, J. C. (2017). Kooperatives Lernen in der Sekundarstufe [Cooperative learning in secondary education]. Zeitschrift für Erziehungswissenschaft, 21 (1): 159-76. https://doi.org/10.1007/s11618-017-0764-0
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Objavljeno
2024-03-28
Kako citirati
Adl-Amini K., Franziska, Anna Theresia, Johanna, Nora, & Mareike. (2024). Razumevanje izzivov, povezanih s sodelovalnim učenjem: empirična študija z osnovnošolskimi učitelji. Revija Za Elementarno izobraževanje, 17(1), 1-18. https://doi.org/10.18690/rei.2832
Rubrike
Znanstveni članki
Copyright (c) 2024 Katja Adl-Amini
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.