83 results on '"Cooperative teaching"'
Search Results
2. Valoración Pedagógica del Alumnado sobre la Implementación de la Metodología Team Teaching en las Aulas Universitarias.
- Author
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Tuero, Ellián, Cervero, Antonio, Blanco, Elena, and Bernardo, Ana B.
- Subjects
TEACHING methods ,TEACHING teams ,CLASSROOM management ,SATISFACTION ,INSTRUCTIONAL innovations - Abstract
Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
3. Enhancing Students' Metacognition via AI-Driven Educational Support Systems.
- Author
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Yanan Yang and Nan Xia
- Subjects
EDUCATIONAL support ,LEARNING ,METACOGNITION ,ARTIFICIAL intelligence ,EDUCATIONAL technology ,TEACHING teams - Abstract
As the penetration of digital technology deepens and the demands for educational modernization grow, attention is increasingly being drawn towards the application of artificial intelligence (AI) in the field of education. Especially in educational practice, the optimization of students' learning experiences and the enhancement of their metacognitive abilities through AI technology have captivated the interest of numerous educators and scholars. Metacognition, which represents a core skill in student self-regulation and self-management, has a significant impact on student learning outcomes and quality. However, current educational support systems primarily rely upon traditional methods of data collection and analysis, which have limitations in terms of real-time responsiveness, granularity, and comprehensiveness. The present research aims to investigate the integration of AI technology with a specific focus on the learning process through educational support systems and the development of a cooperative teaching interaction model. This will ultimately enhance the development of students' metacognitive abilities more effectively. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study.
- Author
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Li, Jie, Luo, Heng, Zhao, Leilei, Zhu, Min, Ma, Lin, and Liao, Xiaofang
- Abstract
The COVID-19 pandemic has highlighted the importance of students' information literacy, computer skills, and research competencies for self-regulated learning and problem solving. STEAM education, with interdisciplinary knowledge building and higher-order thinking development as its main purpose, is considered essential for students' sustainable development in the post-pandemic era. However, STEAM education in China's K-12 schools is facing several problems, such as insufficient qualified teachers, unsustainable development, and difficulty in achieving meaningful discipline integration. To address these problems, this study proposes an innovative STEAM education model supported by cooperative teaching and theories of project-based learning and collaborative learning. After two iterations of design, evaluation, and revision, the proposed STEAM education model and a set of instructional design principles were validated. The resulting model features a multi-teacher cooperative strategy, detailed and diverse scaffolding, familiar themes for students, the integration of STEAM education into formal curricula, and extended instruction hours. The study results suggest that cooperative teaching can facilitate meaningful discipline integration and can alleviate the STEAM faculty shortage. This study produced five proven instructional design principles for conducting STEAM education supported by cooperative teaching in primary schools. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
5. Remote cooperative teaching and mutual enrichment as an inclusive experience of internationalization in university.
- Author
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Mariani, Anna Maria
- Subjects
SPECIAL education ,TEACHING teams ,LECTURERS - Abstract
The study offers an example of an inclusive internationalization of university teaching through a digital platform. Inclusive and comprehensive internationalisation requires us to reframe our thinking, also taking advantage of the opportunities offered by digital transformation and exploring new methods of achieving internationalisation goals. Our research investigates how mutual enrichment and cooperative teaching practice among lecturers supports selfefficacy and motivation to study which international research showed to be positively affected by internationalisation experiences. Participants were students at Niccolò Cusano University in Rome and students on the undergraduate Master of Education that attended three sessions delivered remotely by a multilanguage teaching team from both universities. Students were also engaged in collaborative tasks in order to further stimulate collaboration and knowledge exchange. Data were collected before the beginning of the project (T0) and at the end of it (T1). Results showed that two of the subscales of the perceived self-efficacy scale in managing complex problems (Context Analysis and Emotional Maturity) were significantly different between the two administrations, with an improvement in T1. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
6. Determination of Teachers 'And Students' Views on Cooperative Teaching Techniques Applied in 7th Grade Turkish Lesson.
- Author
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Arslan, Aysel and Engin, Ali Osman
- Subjects
- *
TEACHING teams , *TEACHING methods , *TEACHERS , *QUALITATIVE research , *ACADEMIC achievement - Abstract
The aim of this study; the Cooperative Teaching Method used in the 7th grade Turkish Language Curriculum (TLTC); to determine the opinions of teachers and students on the application of Cooperative Integrated Reading and Composition, Student Teams-Achievement Divisions and Jigsaw II techniques. The research was carried out in three classes in two different secondary schools located in the city center of Sivas in the autumn semester of the 2019-2020 academic year. The study group of the research consists of 59 students aand 3 teachers. There are three research groups in which cooperative learning techniques are applied in the research. The descriptive case research design, which is one of the qualitative research designs, was used in the research. The data were obtained by using semi-structured interview form and observation forms after the application in accordance with the qualitative research method. In line with the findings obtained from the semi-structured interview forms applied to the students and teachers, the codings were combined and presented under five different headings. Since it was seen that the views of the students were compatible with each other in the studies conducted with all three methods, they were evaluated together under the same table. Content analysis analysis method was applied in the analysis of the data, and the findings were presented as frequencies. According to the results obtained in the research; It has been determined that cooperative teaching techniques have a positive effect on students' academic achievement, learning, communication and active participation in the lesson, but some negative situations also occur in group work. [ABSTRACT FROM AUTHOR]
- Published
- 2022
7. Utilisation and Evaluation of Cooperative Case-Based Teaching for Integration of Microbiology and Pharmacology in Veterinary Education
- Author
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Jacqueline Picard, Ruth Sutcliffe, and Robert T. Kinobe
- Subjects
Cooperative teaching ,Basic and clinical discipline integration ,Antimicrobial resistance ,Student evaluation ,Veterinary education ,Education (General) ,L7-991 - Abstract
Purpose: Integrating basic sciences with clinical disciplines while fostering clinical reasoning capabilities is difficult. We investigated the utilisation of diagnostic specimens and, a cooperative, case-based learning and teaching model to integrate principles of antimicrobial drug pharmacology and microbiology in the fifth year of a veterinary course. Methods: In small groups, students were assigned diagnostic specimens from which they isolated and identified clinically relevant microorganisms and then performed antimicrobial susceptibility tests based on a review of pharmacology, microbiology and pathophysiology. Results were recorded and analysed followed by a student-led integrative tutorial. Learning outcomes were assessed via individually written reports discussing the disease process, interpretation of diagnostic results and, recommendations and rationales for therapeutic interventions. Results: This approach yielded high quality student reports that conformed to antimicrobial prescription guidelines with consistently high summative assessment scores. Mean scores for the final report in this learning activity were: 82 ± 12%, 80 ± 12% and 80 ± 11% for 2015, 2016 and 2017 cohorts respectively; over the same time period, 98 ± 1% of students indicated that these learning activities facilitated the development of confidence, professional knowledge and skills. Discussion: This was a consistent approach for integrating principles of veterinary pharmacology and microbiology in clinical disciplines. These data illustrate the benefit of a systematic application of a cooperative, case-based learning and teaching model in integrating pre-clinical and clinical disciplines in a bachelor of veterinary science course.
- Published
- 2020
- Full Text
- View/download PDF
8. Erfahrungen mit digitalem Tandemunterricht in der Ärztlichen Zentralbibliothek
- Author
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Rümmele, Sandra
- Subjects
digital teaching ,cooperative teaching ,information literacy ,introductory course ,library information transfer ,academic teaching ,Bibliography. Library science. Information resources ,Medicine (General) ,R5-920 - Abstract
As a reaction to the COVID-19 lockdown and following restrictions for classroom teaching the team of instructors at the ÄZB had to digitalize the introductory courses for academic research. The courses are integrated into the curricula of the departments of dentistry and general medicine.While the learning objectives and the content remained unchanged, the faculty-to-student-ratio could be changed for the better by pulling courses together due to the online-format. A number of library and medical professionals were supporting the participants throughout every online session. Methods to activate learning, tutorials and additional materials added a dimension of blended learning to the sessions. Both students and faculty members provided predominantly positive feedback about the course and its new format and expressed the desire for its continuation in the future.
- Published
- 2021
- Full Text
- View/download PDF
9. Erfahrungen mit digitalem Tandemunterricht in der Ärztlichen Zentralbibliothek.
- Subjects
- *
INFORMATION literacy , *TEACHING teams , *KNOWLEDGE transfer , *LIBRARIES - Abstract
As a reaction to the COVID-19 lockdown and following restrictions for classroom teaching the team of instructors at the ÄZB had to digitalize the introductory courses for academic research. The courses are integrated into the curricula of the departments of dentistry and general medicine. While the learning objectives and the content remained unchanged, the faculty-to-student-ratio could be changed for the better by pulling courses together due to the online-format. A number of library and medical professionals were supporting the participants throughout every online session. Methods to activate learning, tutorials and additional materials added a dimension of blended learning to the sessions. Both students and faculty members provided predominantly positive feedback about the course and its new format and expressed the desire for its continuation in the future. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
10. Traditional, Cooperative, Constructivist, and Computer-Assisted Mathematics Teaching: A Meta-Analytic Comparison Regarding Student Success.
- Author
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Bas, Gokhan and Kivilcim, Zafer S.
- Subjects
COMPUTER assisted instruction ,CONSTRUCTIVISM (Education) ,EDUCATIONAL cooperation ,MATHEMATICS education ,TEACHING teams ,STUDENT-centered learning - Abstract
The purpose of this research was to perform a meta-analysis to draw conclusions about the effectiveness of traditional, cooperative, constructivist, and computerassisted teaching, and also to compare the effectiveness of these four approaches over the last twenty years. So, the present research adopted meta-analysis technique. In order to identify relevant empirical studies on the effect of cooperative, constructivist, and computer-assisted teaching on student success, a systematic literature view was carried out over three-month's time, using several databases. Based on this extensive review, the studies (N = 34) evaluating the effect of cooperative, constructivist, and computer-assisted teaching on student success in mathematics were included in the research. In the research, the procedure effectiveness technique was adopted for the analyses of the data obtained from the empirical studies involved in the meta-analysis. The results of the research indicated that cooperative, constructivist, and computer-assisted mathematics teaching were more effective in the improvement of academic success of students, rather than the traditional one, indicating that all these three approaches of teaching were effective than the traditional one to improve the student success in mathematics course. Thus, it may be suggested that studentcentered teaching should be used in mathematics, rather than the traditional one. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
11. Application of interactive learning as a perspective of modern teaching
- Author
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Bihorac Ahmed, Džemić Kemal, and Gološ Hivzo
- Subjects
interactive teaching ,cooperative teaching ,case-based learning ,the effectiveness of interactive exemplary teaching grammar and spelling ,the application and implementation of interactive classes ,models of interactive exemplary learning ,Social Sciences - Abstract
Modern education requires innovative approaches in teaching, which gives interactive teaching a special importance in order to achieve more effective pedagogical results. Such interactive teaching is based on the interpersonal cooperative attitude of students over time. It is overcome by many weaknesses in traditional teaching. In this paper, we analyzed the features of the traditional school, the active school, the goals of the active school, the formation of groups, the constitution of groups, the valorisation of students' work in the group, and presented practical examples of the organization of time using this teaching. We also analyzed didactic-methodical characteristics and values of interactive exemplary teaching. We studied the possibilities of applying the modern model of grammar and spelling. We have given practical examples of the processing of interactive exemplary teaching grammar and spelling in the V grade of elementary school.
- Published
- 2019
- Full Text
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12. Science Teaching Practices in Junior Secondary Schools
- Author
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Ma, Hongjia, Fulmer, Gavin W., Liang, Ling L., Zeidler, Dana L., Series editor, Fouad, Abd El Khalick, Editorial board, Tobin, Kenneth, Founded by, von Bergmann, HsingChi, Editorial board, Rollnick, Marissa, Editorial board, Sjoeberg, Svein, Editorial board, Treagust, David, Editorial board, Yore, Larry D, Editorial board, Liang, Ling L., editor, Liu, Xiufeng, editor, and Fulmer, Gavin W., editor
- Published
- 2017
- Full Text
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13. Hemşirelik Eğitiminde Kullanılan İki Farklı Öğretim Yöntemi: Standardize Hasta Uygulamasına Nasıl Yansıyor?
- Author
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İLASLAN, Nagihan and DEMİRAY, Ayşe
- Subjects
CHI-squared test ,EXPERIMENTAL design ,NURSING practice ,NURSING education ,NURSING students ,STUDENT attitudes ,TEACHING methods ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Copyright of Turkiye Klinikleri Journal of Nursing Sciences is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
14. The Benefits of Co-teaching in the ESL Classroom
- Author
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Neely, Carrie, de Oliveira, Luciana C., editor, and Silva, Tony, editor
- Published
- 2016
- Full Text
- View/download PDF
15. Application and Effectiveness of Cooperative Teaching Strategies in Entrepreneurship Education
- Author
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Shen, Chien-Hua, Chou, Chun-Mei, Hsiao, Hsi-Chi, Jeong, Hwa Young, editor, S. Obaidat, Mohammad, editor, Yen, Neil Y., editor, and Park, James J. (Jong Hyuk), editor
- Published
- 2014
- Full Text
- View/download PDF
16. ROLE UČITELE V PROJEKTOVÉM VYUČOVÁNÍ.
- Author
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ŠMERINGAIOVÁ, Anna
- Abstract
Copyright of Trends in Education / Trendy ve Vzdělávání is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
17. NEKI ELEMENTI I NAČELA KONFESIONALNOSURADNIČKOG VJERONAUKA.
- Author
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Garmaz, Jadranka and Stala, Józef
- Abstract
Copyright of Church in the World / Crkva u Svijetu is the property of University of Split, Catholic Faculty of Theology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
18. Comparison of cooperative learning and other forms of learning at lower secondary school
- Author
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PETERKOVÁ, Lucie
- Subjects
advantages of cooperative teaching ,kooperace ,forms of teaching ,disadvantages of cooperative teaching ,formy výuky ,cooperation ,nevýhody kooperativní výuky ,výhody kooperativní výuky ,Kooperativní vyučování ,Cooperative teaching - Abstract
The aim of bachelor thesis is to compare cooperative learning with other forms of teaching at the lower secondary school and to outline the advantages and disadvantages of using cooperative learning. In the theoretical part of the thesis, the concept of cooperative learning will be presented, followed by a discussion of other forms of learning. In the practical part of the thesis, the action research will be devoted to the implementation of prepared lessons based on the principle of cooperative learning, which will be realized in the 9th grade of the 2nd grade of the 1st elementary school Sedlčany. First, the preparation and the course of the implemented lessons will be described. The second part of the research will deal with a survey among the pupils participating in the implemented lessons, through a questionnaire. Based on the evaluation of the questionnaire results, it will be found out what the pupils' view of cooperative learning is in comparison with lessons in which other forms of teaching are used and what they see as the advantages or disadvantages of using cooperative learning in teaching. The investigation will be complemented by an interview with a teacher involved in implemented lessons guided by the cooperative learning principle. At the end of the practical part, self-reflection of the implemented lessons will be included.
- Published
- 2023
19. Use of project method in forest kindergartens
- Author
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Lyžbická, Olga, Koťátková, Soňa, and Stará, Jana
- Subjects
Action research ,konstruktivismus ,kooperativní výuka ,kooperace ,projekt ,environmental education ,forest kindergarten ,projektová metoda ,Akční výzkum ,project ,project methd ,cooperation ,constructivism ,lesní mateřská škola ,environmentální výchova ,cooperative teaching - Abstract
The topic of the thesis is the question of the project method. The aim of the thesis is to describe the potential of the project method and to research the use in pedagogical practise in forest kindergartens. The theoretical part defines the term project, presents the historical and theoretical contexts associated with the creation of the project method, and presents practical procedures for creating projects. The next part of the thesis describes the model of cooperative learning and provides information related to the application of cooperative teaching in pedagogical practice. The thesis describes the concept of forest kindergartens, where the research was carried out. A mixed approach was applied in the practical part. The results of the quantitative research, carried out by a questionnaire survey among teachers, showed that teachers in forest kindegartens include the project method in a targeted manner. They see the main benefits in the overall development of the child's personality. The barriers are time management, team cooperation, and lack of skills in cooperative teaching. The main focus of the research part of the work was devoted to qualitative research. Action research determined the degree of development of cooperative skills in children during four multi-day projects in a forest...
- Published
- 2023
20. Efficient Scheme to Improve Students Language Competence Based on Cooperative Teaching
- Author
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Liu, Weiqing, Yang, Yuhang, editor, and Ma, Maode, editor
- Published
- 2013
- Full Text
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21. A Comparison of the effectiveness of cooperative and individual teaching methods on educational achievement of English in grade one of high school
- Author
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S. Asadian, M. Piri, and L. Hasan Reihani
- Subjects
cooperative teaching ,individual teaching ,educational achievement ,english language ,Special aspects of education ,LC8-6691 - Abstract
The purpose of this study was to compare cooperative teaching and individual teaching on educational achievement in English in grade one of high school (female students). This study is a quasi-experimental study with pre-test- and post- test with two experimental groups. The Statistical population was high school's first grade female students of Mahabad. For sampling, multi-stage cluster sampling was used. The sample size was 52 consist of 25 and 27 members in the experimental group (1) and (2) in which cooperation and individual teaching methods were used respectively. In order to equalize the members of groups the student's GPA were controlled and pre-test and IQ test were done. The results showed no significant difference between groups.The pre-test was a researcher-made. Reliability of the pre-test was obtained 0.83. The cooperative and individual methods were done for 2 months and then post- test was carried out. The results showed no significant differences between them. T-test analyzes shows significant differences between the two groups so that the first experimental group (cooperative) showed better performance in educational achievement.
- Published
- 2015
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- View/download PDF
22. أثر استخدام است ا رتيجية التدريس التعاوني على تعلم الأداء المهاري لفعالية دفع الجلة لدى طلبة كلية التربية الرياضية في جامعة اليرموك
- Author
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ن ا زر "محمد خير" الويسي
- Abstract
Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
23. أثر استخدام است ا رتيجية التدريس التعاوني على تعلم الأداء المهاري لفعالية دفع الجلة لدى طلبة كلية التربية الرياضية في جامعة اليرموك
- Author
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ا زر "محمد خير" الويسي
- Abstract
Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
24. The Effect of Material Supported Cooperative Mathematics Workshops on Problem Solving Skills of 60-72 Months-Old Children
- Author
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ARSLAN, Aysel and KARTAL, Yrd. Doç. Dr. Sebahattin
- Subjects
Education and Educational Research ,Mathematics workshops ,cooperative teaching ,preschool ,material ,Eğitim, Eğitim Araştırmaları ,Matematik atölyeleri ,işbirlikli öğretim ,okul öncesi ,materyal - Abstract
Bu araştırmada yapılandırılmış materyal destekli işbirlikli matematik atölye çalışmalarının okul öncesi dönem çocuklarının problem çözme becerileri üzerindeki etkisini belirlemek amaçlanmıştır. Araştırmanın yapısına uygun olduğu için yakınsayan paralel karma araştırma deseni kullanılmıştır. Araştırma kontrol gruplu ön test-son test yarı deneysel desen tasarımına uygun olarak planlanmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim yılı bahar döneminde Sivas merkez ilçedeki bir anaokulunun iki şubesine devam eden 34 (16 kız-18 erkek) çocuk oluşturmaktadır. Araştırmanın verileri “Çocuklar İçin Problem Çözme Becerisi Ölçeği” ve yarı yapılandırılmış görüşme formu uygulanarak elde edilmiştir. Nicel verilerin analizinde tanılayıcı istatistikler, bağımlı gruplar t testi, bağımsız gruplar t testi, nitel verilerin analizinde betimsel ve içerik analizi kullanılmıştır. Deney ve kontrol gruplarının ön test son test puanları karşılaştırıldığında elde edilen bulguların deney grubu lehine olduğu; uygulamanın çocuklarda bilişsel, psiko-motor, duyuşsal ve sosyal gelişim alanlarını desteklediği belirlenmiştir., In this study, it was aimed to determine the effect of structured material supported collaborative mathematics workshops on preschool children's problem solving skills. Convergent parallel mixed research design was used because it was suitable for the structure of the research. The research was planned in accordance with the pretest-posttest quasi-experimental design with control group. The study group of the research consists of 34 children (16 girls-18 boys) who attend two branches of a kindergarten in the central district of Sivas in the spring term of the 2021-2022 academic year. The data of the study were obtained by applying the "Problem Solving Skills Scale for Children" and a semi-structured interview form. Diagnostic statistics, dependent groups t-test, independent groups t-test were used in the analysis of quantitative data, descriptive and content analysis were used in the analysis of qualitative data. When the pre-test and post-test scores of the experimental and control groups were compared, the findings were in favor of the experimental group; it has been determined that the application supports cognitive, psycho-motor, affective and social development areas in children.
- Published
- 2022
25. The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders.
- Author
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Ghanaat Pisheh, Etrat Alzahra, Sadeghpour, Narges, Nejatyjahromy, Yaser, and Mir Nasab, Mir Mahmoud
- Subjects
- *
TEACHING teams , *EDUCATORS , *READING , *READING disability , *PRIMARY schools , *PRIMARY education - Abstract
Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills among students with a reading disorder. To achieve this, three female students were selected from a regular primary school in the 2nd education district of Tabriz, Iran. The research design was a multiple baseline single subject design with different children, in which we used the reading and dyslexia test (RDT) and the revised Wechsler Intelligence Scale to diagnose reading disorders, and a researcher-made hundred-word test to measure the development of reading skills. The children received five cooperative teaching sessions during only the (experimental) intervention, i.e. in the baseline and the follow-up stages, they were not exposed to any cooperative teaching. The comparisons of the students' performance in experimental phases showed that cooperative teaching is an effective technique for developing reading skills and that the effectiveness of this technique was also maintained over time. This work is the first empirical demonstration of the effectiveness of co-teaching in dealing with dyslexic reading disabilities. It additionally serves as the first instance of applying co-teaching to any form of reading disability in Iran. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
26. Teaching Method Preferences of Teachers: The Cooperative Teaching Method.
- Author
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Birgili, Bengi, Kiziltepe, Zeynep, and Seggie, Fatma Nevra
- Published
- 2016
- Full Text
- View/download PDF
27. Erfahrungen mit digitalem Tandemunterricht in der Ärztlichen Zentralbibliothek
- Author
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Rümmele, S
- Subjects
Einführungskurse ,ddc: 610 ,academic teaching ,digitale Lehre ,bibliothekarische Informationsvermittlung ,universitäre Lehre ,information literacy ,Tandemunterricht ,library information transfer ,cooperative teaching ,introductory course ,digital teaching ,Informationskompetenz - Abstract
As a reaction to the COVID-19 lockdown and following restrictions for classroom teaching the team of instructors at the ÄZB had to digitalize the introductory courses for academic research. The courses are integrated into the curricula of the departments of dentistry and general medicine.While the learning objectives and the content remained unchanged, the faculty-to-student-ratio could be changed for the better by pulling courses together due to the online-format. A number of library and medical professionals were supporting the participants throughout every online session. Methods to activate learning, tutorials and additional materials added a dimension of blended learning to the sessions. Both students and faculty members provided predominantly positive feedback about the course and its new format and expressed the desire for its continuation in the future. Als Reaktion auf den ersten Lockdown und die darauffolgenden Einschränkungen der Lehre vor Ort digitalisierte das Schulungsteam der Ärztlichen Zentralbibliothek des Universitätsklinikums Hamburg-Eppendorf die in das Curriculum der zahn- und allgemeinmedizinischen Studiengänge eingebundenen einführenden Kurse zum wissenschaftlichen Arbeiten. Parallel stattfindende Seminare wurden zu einer digitalen Live-Veranstaltung via Videokonferenz verschlankt, bei gleichbleibenden Lernzielen und Inhalten. Mehrere zeitgleich anwesende bibliothekarische und medizinische Fachkräfte boten eine angemessene und situationsbezogene Betreuung. Aktivierende Methoden und der Verweis auf Tutorials und weiterführende Materialien ergänzten das Angebot um Aspekte des Blended Learning. Die Veranstaltungen wurden von Lehrenden und Studierenden überwiegend positiv bewertet und eine Weiterführung des digitalen Formates über die Pandemie hinaus gewünscht.
- Published
- 2021
28. Erfahrungen mit digitalem Tandemunterricht in der Ärztlichen Zentralbibliothek
- Author
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R��mmele, Sandra
- Subjects
Medicine (General) ,digitale Lehre ,academic teaching ,bibliothekarische Informationsvermittlung ,cooperative teaching ,introductory course ,Informationskompetenz ,Bibliography. Library science. Information resources ,R5-920 ,Einf��hrungskurse ,Medicine and health ,ComputingMilieux_COMPUTERSANDEDUCATION ,universit��re Lehre ,Tandemunterricht ,information literacy ,library information transfer ,digital teaching - Abstract
As a reaction to the COVID-19 lockdown and following restrictions for classroom teaching the team of instructors at the ��ZB had to digitalize the introductory courses for academic research. The courses are integrated into the curricula of the departments of dentistry and general medicine. While the learning objectives and the content remained unchanged, the faculty-to-student-ratio could be changed for the better by pulling courses together due to the online-format. A number of library and medical professionals were supporting the participants throughout every online session. Methods to activate learning, tutorials and additional materials added a dimension of blended learning to the sessions. Both students and faculty members provided predominantly positive feedback about the course and its new format and expressed the desire for its continuation in the future., Als Reaktion auf den ersten Lockdown und die darauffolgenden Einschr��nkungen der Lehre vor Ort digitalisierte das Schulungsteam der ��rztlichen Zentralbibliothek des Universit��tsklinikums Hamburg-Eppendorf die in das Curriculum der zahn- und allgemeinmedizinischen Studieng��nge eingebundenen einf��hrenden Kurse zum wissenschaftlichen Arbeiten. Parallel stattfindende Seminare wurden zu einer digitalen Live-Veranstaltung via Videokonferenz verschlankt, bei gleichbleibenden Lernzielen und Inhalten. Mehrere zeitgleich anwesende bibliothekarische und medizinische Fachkr��fte boten eine angemessene und situationsbezogene Betreuung. Aktivierende Methoden und der Verweis auf Tutorials und weiterf��hrende Materialien erg��nzten das Angebot um Aspekte des Blended Learning. Die Veranstaltungen wurden von Lehrenden und Studierenden ��berwiegend positiv bewertet und eine Weiterf��hrung des digitalen Formates ��ber die Pandemie hinaus gew��nscht.
- Published
- 2021
29. Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study
- Author
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Jie Li, Heng Luo, Leilei Zhao, Min Zhu, Lin Ma, and Xiaofang Liao
- Subjects
Renewable Energy, Sustainability and the Environment ,Geography, Planning and Development ,STEAM ,STEM ,design-based research ,cooperative teaching ,China ,Building and Construction ,Management, Monitoring, Policy and Law - Abstract
The COVID-19 pandemic has highlighted the importance of students’ information literacy, computer skills, and research competencies for self-regulated learning and problem solving. STEAM education, with interdisciplinary knowledge building and higher-order thinking development as its main purpose, is considered essential for students’ sustainable development in the post-pandemic era. However, STEAM education in China’s K-12 schools is facing several problems, such as insufficient qualified teachers, unsustainable development, and difficulty in achieving meaningful discipline integration. To address these problems, this study proposes an innovative STEAM education model supported by cooperative teaching and theories of project-based learning and collaborative learning. After two iterations of design, evaluation, and revision, the proposed STEAM education model and a set of instructional design principles were validated. The resulting model features a multi-teacher cooperative strategy, detailed and diverse scaffolding, familiar themes for students, the integration of STEAM education into formal curricula, and extended instruction hours. The study results suggest that cooperative teaching can facilitate meaningful discipline integration and can alleviate the STEAM faculty shortage. This study produced five proven instructional design principles for conducting STEAM education supported by cooperative teaching in primary schools.
- Published
- 2022
30. Koncept zone narednog razvoja u okviru koncepcije kooperativne nastave
- Author
-
Medar, Jelena and Medar, Jelena
- Abstract
Brojni istraživači ističu značaj kooperativne nastave za individualni razvoj učenika. Stoga smo pristupili analizi odnosa između odlika koncepta zone narednog razvoja (ZNR) i odlika koncepcije kooperativne nastave. Takođe, nastojali smo da odgovorimo na pitanje da li je i u kolikoj meri kooperativna nastava pogodan kontekst za uvažavanje ZNR učenika. U radu smo najpre sagledali razlike koje postoje između tradicionalnog i savremenog shvatanja koncepta ZNR, a potom smo izdvojene ključne karakteristike koncepta ZNR analizirali u okviru koncepcije kooperativne nastave. Na osnovu analize, zaključujemo da se odnos između koncepta ZNR i koncepcije kooperativne nastave može razumeti kao odnos između cilja (stimulisanje razvoja) i sredstva (kooperativnom nastavom). Utvrđeno je i to da je kooperativna nastava pogodan kontekst za uvažavanje ZNR, jer ova nastava u velikoj meri može uvažavati pojedinačne karakteristike ovog koncepta. Dalja istraživanja trebalo bi usmeriti u pravcu ispitivanja simetrične interakcije u nastavi, a obrazovnu praksu trebalo bi obogatiti kooperativnom nastavom., Many researchers show the significance of cooperative teaching for individual development of students. This is why we started the analysis of the relation between the features of the concept of the zone of proximal development (ZPD) and features of the concept of cooperative teaching. We also tried to answer the question how much and in which extent cooperative teaching is a suitable context for accepting ZPD of students. In the paper, we first observed the differences which exist between the traditional and contemporary comprehension of the concept of ZPD, and then we analysed the key characteristics of the concept of ZPD within the concept of cooperative teaching. Based on the analysis, we can conclude that the relation between the concept of ZPD and the concept of cooperative teaching can be understood as the relation between the aim (stimulating development) and means (cooperative teaching). It was determined that cooperative teaching is a suitable context for accepting ZPD, because this kind of teaching in great extent can accept single characteristics of this concept. Further research should be directed towards studying systematic interaction in teaching; an educational praxis should be enriched by cooperative teaching.
- Published
- 2021
31. Developing the traditional instruction based on Jig-Saw cooperative model of teaching
- Author
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Mohammad Reza Behrangi and Tayyebeh Agha-Yari
- Subjects
instruction model ,cooperative teaching ,traditional teaching ,jig-saw model ,elementary school students ,Education (General) ,L7-991 - Abstract
Models of teaching is important tool in paving the way for organizing education oriented toward benefiting from variety of intelligence and improved learning. Cooperative models in its suitable approach to problem solving, thinking and research brings up facilities with regard to program and goals. Cooperative models are submits of social family models of teaching and aims at teaching cooperation. In that, students have vital role. Teacher is a guide and leader and is responsible for condition of learning. In designing new plan for Iran educational system the participative models of teaching has an important role to play. There is variety of cooperative learning models and Jigsaw is the important ones. In that, the student cooperates in complete goal achievement and the implementation of the assigned task. It is usual to made students study a chapter of a book in teams. Then, each member studies a section of that chapter, and is responsible in teaching it to the other team members. Jigsaw class, rather than making feeling security and intimacy, prevents climate with absent of cheating, aggressive competitions and negative affection and jealousy. It helps transference of Knowledge and science and expansion of skills with aimed and suitable model to students. In the present semi-experimental research the independent variable is Jigsaw and the dependent one is students achievement. 111 students in three 5th grade class made experimental group and 99 students in whole fifth grade and six elementary classes in the district 2 Robat Karime. Students in control group learns history subject in a traditional way (teacher center using lecture). The effect size was 1.08 which means that the experimental mean was at the 80th percentile of the normal curve distribution of the whole class. The result is the significant difference in students achievement. The above mention results only shows the counted direct effect of Jigsaw whereas, its indirect or nurturing effects such as, social, individual, cognitive, behavioral skills and self awareness of students, which are also significant, have not been counted. The result of this research predicts its implication for the other subjects. The use of effect size formula for counting the effect of any new model of teaching is recommended.
- Published
- 2004
32. Neki elementi i načela konfesionalnosuradničkog vjeronauka
- Author
-
Józef Stala and Jadranka Garmaz
- Subjects
Religious studies ,confessionality ,cooperative teaching ,cooperative religious education ,interreligious cooperation ,ecumenism ,third space ,konfesionalnost ,suradnička nastava ,suradnički vjeronauk ,međureligijska suradnja ,ekumenizam ,treći prostor - Abstract
Rad analizira razloge, sadržaj i uvjete konfesionalne suradnje u nastavi katoličkog vjeronauka. U radu se analiziraju neki elementi koji osiguravaju uvjete za konfesionalnosuradnički vjeronauk i pokušavaju se iznjedriti neka vjeronaučna načela konfesionalnosuradničkog vjeronauka, prema primjeru i iskustvima iz SR Njemačke. U drugom dijelu članka podastiru se izazovi koji predstoje vjeronauku za praksu, institucionalnu i znanstvenu razinu kao i za mjesne vjeroučitelje. U trećem dijelu se unutar društveno-kulturnog i religijskog konteksta Republike Hrvatske vjeronauk utvrđuje kao teološko mjesto u kojem treba integrirati didaktička načela holističke i grupne nastave, sadržaje društvenog nauka Katoličke Crkve i na taj način izgraditi temelje otvorene, suradničke nastave, međureligijskog i ekumenskog karaktera, utemeljene na koncilskom učenju, na bioetičkim načelima i sadržajima društvenog nauka Katoličke Crkve., The paper analyzes the reasons, content and terms of confessional cooperation in the teaching of Catholic religious education. The paper examines some elements that provide conditions for confessional cooperation in religious education and tries to produce some catechetic principles for confessional cooperation in religious education teaching, after the example and experiences from FR Germany. The second part of the paper presents the challenges that religious education will face regarding the practice, institutional and scientific level and local catechists. In the third part, within the socio-cultural and religious context of the Republic of Croatia, religious educa tion is defined as a theological place into which the didactic principles of holistic and group teaching as well as the contents of social teaching of the Catholic Church need to be integrated, thus building the foundations of open and cooperative teaching, of interreligious and ecumenical character, based on the Council teaching, on bioethical principles and on the contents of social teaching of the Catholic Church.
- Published
- 2019
33. Making sense of academia–industry cooperative teaching.
- Author
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Feng, Liyia, Chiang, Min-Huei, Su, Yahui, and Yang, Chao-Chin
- Subjects
ORGANIZATIONAL learning ,TEACHING teams ,STUDENT teaching ,BUSINESS education ,COMMUNICATION in education - Abstract
Based on our experience, we present the sporadic, complementary, bi-relational, and tri-relational approaches to academia–industry cooperative teaching. We suggest the tri-relational approach, in which the relations do not simply refer to how the teachers’ expertise and actions interrelate but also to how the teachers’ expertise and knowledge relate to student knowledge. Without a tri-relational account of cooperative teaching, the process will generally ignore the required integration and communication, which instead will be minimised or marginalised and thus fail to focus on how knowledge is presented to students in relationally constitutive ways. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
34. Značaj kooperativne nastave za formiranje pozitivnog stava prema čitanju
- Author
-
Medar, Jelena and Medar, Jelena
- Abstract
Istraživanja pokazuju da kooperativna nastava doprinosi sticanju znanja, razvoju metakognitivnih i kognitivnih sposobnosti učenika; jačanju njihovog samopouzdanja i samopoštovanja; pozitivnim stavovima prema različitim nastavnim aktivnostima, kao i podsticanju motivacije za učenje. Polazeći od ovih nalaza, cilj našeg istraživanja bio je da ispitamo da li kooperativna nastava doprinosi formiranju pozitivnog stava prema čitanju. Za potrebe istraživanja koristili smo rezultate međunarodnog istraživanja razvoja čitalačke pismenosti učenika četvrtog razreda osnovne škole PIRLS, pri čemu je uzorak obuhvatio tri zemlje u kojima su učenici ostvarili najviše postignuće na testu (Rusija, Irska, Finska). Zastupljenost kooperativne nastave merili smo na osnovu odgovora nastavnika na 4 pitanja o tome koliko često tokom nastave čitanja: organizuju učenike da rade u grupi učenika istih sposobnosti; organizuju učenike da rade u grupi učenika različitih sposobnosti; podstiču učenike da diskutuju o tekstu; traže od učenika da međusobno razgovaraju o pročitanom. Ustanovljeno je da se odgovori nastavnika na ova pitanja grupišu oko jednog faktora koji je nazvan kooperativna nastava. Odnos prema čitanju meren je kao latentna varijabla koja je dobijena na osnovu odgovora učenika na 10 pitanja kojima je ispitivan njihov odnos prema nastavi čitanja i čitanju u slobodno vreme. Pozitivan stav prema čitanju posmatrali smo kao značajan elemenat za negovanje unutrašnje motivacije za učenje. Rezultati pokazuju da učenici koji spadaju u 10% onih koji najčešće pohađaju kooperativnu nastavu u poređenju sa grupom od 10% učenika koji najređe pohađaju kooperativni oblik nastave imaju značajno viši skor na skali kojom se meri pozitivan stav prema čitanju. Zaključujemo da su situacije u kojima učenici uče na kooperativan način pogodne za formiranje pozitivnog stava prema čitanju, pa posledično i za podsticanje unutrašnje motivacije za učenje. U školama u našoj zemlji, u kojima još uvek preovladava fronta, Research shows that cooperative teaching contributes to acquisition of knowledge, development of metacognitive and cognitive skills of pupils; strengthening their self-confidence and self-esteem; positive attitudes towards different teaching activities, as well as encouraging motivation to learn. Starting from these findings, the aim of our research was to examine whether cooperative teaching contributes to forming a positive attitude towards reading. For the purposes of the research, we used results of an international research on development of reading literacy of fourth grade primary school pupils PIRLS, where the sample included three countries in which pupils achieved the highest attainment on the test (Russia, Ireland, Finland). We measured the representation of cooperative teaching based on the teachers’ answers to 4 questions about how often during reading lessons they: organize pupils to work in a group of pupils with the same abilities; organize pupils to work in a group of pupils with different abilities; encourage pupils to discuss the text; ask pupils to talk to each other about what they have read. It was established that teachers’ answers are grouped around one factor called cooperative learning. The attitude towards reading was measured as a latent variable which was obtained on the basis of pupils’ answers to 10 questions which examined their attitude towards classroom reading and reading in free time. We viewed a positive attitude towards reading as an important element in nurturing intrinsic motivation to learn. The attitude towards reading was measured as a latent variable which was obtained on the basis of pupils’ answers to 10 questions which examined their attitude towards classroom reading and reading in free time. We viewed a positive attitude towards reading as an important element in nurturing intrinsic motivation to learn. The results show that pupils who belong to 10% of those who often attend cooperative classes compared to the group of
- Published
- 2020
35. Komparace párové výuky v kontextu vyučovacího procesu ve vztahu k PedF UK a 1. stupně ZŠ
- Author
-
Haškovcová, Martina, Poche Kargerová, Jana, and Mazáčová, Nataša
- Subjects
school ,beginning teacher ,kooperativní výuka ,professional development ,Pair teaching ,profesní rozvoj ,začínající učitel ,reflection ,reflexe ,cooperation of teachers ,cooperative teaching ,modely párové výuky ,Párové vyučování ,models of pair teaching ,spolupráce učitelů ,škola ,ComputingMilieux_COMPUTERSANDEDUCATION - Abstract
The diploma thesis deals with the issue of pair teaching between teachers. The main goal is to map the advantages and disadvantages of this teaching. It focuses on the broader specifics of pair teaching, which it then compares in the environment of primary and university. The work is divided into theoretical and practical part. In the introductory chapters of the first part, the issue is viewed from a theoretical point of view, i.e. they describe the model of pair teaching. The theoretical part further defines its basic key principles, especially under what conditions it works and what benefits for pupils, students and teachers brings. It focuses on the prerequisites for proper functioning, cooperative teaching and deals with possible models of cooperation between two teachers. The work also mentions the influence of pair teaching on the quality of professional development of future teachers. The practical part is designed as a qualitative research. This survey is conducted using a structured interview with primary and university teachers who teach in tandem. The obtained necessary data are analyzed by the method of so-called open coding, which will help us answer research questions leading to the achievement of the main goal of this work. The practical part therefore maps the possibilities and...
- Published
- 2021
36. Koncept zone narednog razvoja u okviru koncepcije kooperativne nastave
- Author
-
Jelena Medar Zlatković
- Subjects
traditional and contemporary comprehension of the ZPD concept ,kooperativna nastava ,tradicionalna i savremena shvatanja koncepta ZNR ,zone of proximal development ,karakteristike koncepta ZNR ,zona narednog razvoja ,characteristics of ZPD concept ,cooperative teaching - Abstract
Brojni istraživači ističu značaj kooperativne nastave za individualni razvoj učenika. Stoga smo pristupili analizi odnosa između odlika koncepta zone narednog razvoja (ZNR) i odlika koncepcije kooperativne nastave. Takođe, nastojali smo da odgovorimo na pitanje da li je i u kolikoj meri kooperativna nastava pogodan kontekst za uvažavanje ZNR učenika. U radu smo najpre sagledali razlike koje postoje između tradicionalnog i savremenog shvatanja koncepta ZNR, a potom smo izdvojene ključne karakteristike koncepta ZNR analizirali u okviru koncepcije kooperativne nastave. Na osnovu analize, zaključujemo da se odnos između koncepta ZNR i koncepcije kooperativne nastave može razumeti kao odnos između cilja (stimulisanje razvoja) i sredstva (kooperativnom nastavom). Utvrđeno je i to da je kooperativna nastava pogodan kontekst za uvažavanje ZNR, jer ova nastava u velikoj meri može uvažavati pojedinačne karakteristike ovog koncepta. Dalja istraživanja trebalo bi usmeriti u pravcu ispitivanja simetrične interakcije u nastavi, a obrazovnu praksu trebalo bi obogatiti kooperativnom nastavom. Many researchers show the significance of cooperative teaching for individual development of students. This is why we started the analysis of the relation between the features of the concept of the zone of proximal development (ZPD) and features of the concept of cooperative teaching. We also tried to answer the question how much and in which extent cooperative teaching is a suitable context for accepting ZPD of students. In the paper, we first observed the differences which exist between the traditional and contemporary comprehension of the concept of ZPD, and then we analysed the key characteristics of the concept of ZPD within the concept of cooperative teaching. Based on the analysis, we can conclude that the relation between the concept of ZPD and the concept of cooperative teaching can be understood as the relation between the aim (stimulating development) and means (cooperative teaching). It was determined that cooperative teaching is a suitable context for accepting ZPD, because this kind of teaching in great extent can accept single characteristics of this concept. Further research should be directed towards studying systematic interaction in teaching; an educational praxis should be enriched by cooperative teaching.
- Published
- 2021
37. Complementary Teaching of Physics and Arts.
- Author
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Milićević, Dragana and Nešić, Ljubiša
- Subjects
- *
PHYSICS education , *ARTS education , *TEACHERS , *EDUCATION , *STUDENTS - Abstract
Requirements of modern education, interest and understanding of students, the application of knowledge in various fields of physics and changed teacher-student relations impose the need for better understanding of scientific notions and their connections. The aim of research presented in this paper is to establish the effects of complementary or integral teaching of physics and arts and connections of the corresponding topics from these two subjects. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
38. The Study of Medical Students' Satisfaction with Active Participation in the Presentation of the Topic of Poisoning.
- Author
-
Mehrpour, Omid, Bijari, Bita, and Javadinia, Seyed Alireza
- Subjects
- *
STUDENT participation , *SEMINARS , *DIRECT instruction , *POISONING , *TEACHING methods , *CURRICULUM planning , *MEDICAL students - Abstract
Background: Failure in reaching the predetermined goals of education can be considered as one of the most important problems of educational systems. Today, it is believed that active teaching methods are more effective than lecturing which lead to effective teaching. Participation of students in education is one of the major factors of active learning. The purpose of the present study is to determine student satisfaction with active participation (through seminar giving) in the case of teaching the topic of poisonings. Methods: This analytical descriptive study was conducted on all stage students of Birjand University of Medical Sciences who had selected the course of familiarity with pocsoning and forensic medicine. The technical part of this topic was taught by students through seminar. For the evaluation of the satisfaction of students a questionnaire was used. Data was analyzed by SPSS 16; Pearson Correlation Test, and Independent T-test and meaningful level was considered as p<0.05. Results: forty students participated in this study. The mean of satisfaction score of students with active teaching method through seminar was 31.47 (out of maximum 50).The mean of satisfaction score in each one of the fields was meaningfuCy related with the total average students. The mean score of females in the field of internal interest and motivation was meaningfully more than males. Conclusion: The results of this study showed that students were satisfied with the participation in the process of teaching .Factors such as total average of students and their gender had affected their score which must be taken in to consideration in curriculum planning. [ABSTRACT FROM AUTHOR]
- Published
- 2014
39. Cooperation and engagement of pupils in centres of activities in the Step by Step program
- Author
-
Havlíková, Andrea, Poche Kargerová, Jana, and Vallin, Petra
- Subjects
kooperativní výuka ,zapojení ,spolupráce ,self-evaluation ,engagement ,Step by Step program ,centra aktivit ,sebehodnocení ,cooperative teaching ,cooperation ,Program Začít spolu ,centres of activities ,individualization ,individualizace - Abstract
HAVLÍKOVÁ, Andrea. Cooperation and engagement of pupils in centres of activities in the Step by Step program. [Diploma Thesis]. Charles University in Prague. Prague : 2019. 107 pages. The aim of the thesis was to theoretically elaborate and practically solve the problems of cooperation and involvement of pupils in the centres of activities within the Step by Step program. Several methods were used to process this thesis. In the theoretical part, an overview of relevant information related to the topic was carried out on the basis of a search and by using a description method. The practical part was based on action research, which was carried out in the class of the author. The research was carried out as an unstructured observation and experiment, the outcomes were in the form of reflections. Based on reflections the centres of activities in the monitored class were improved, especially in the area of pupils' involvement and cooperation. Improved centres of activities based on the reflection of the original centres of activities have certainly led to improvements in the involvement and cooperation of pupils in the studied classroom. Guidelines for improvement were drawn both from theoretical knowledge and from the author's own practical experience. KEY WORDS Step by step, centres of activities,...
- Published
- 2020
40. The cooperative teaching at a little class school
- Author
-
Machotková, Ilona, Horská, Petra, and Uhlířová, Jana
- Subjects
Kooperace ,heterogeneous groups of pupils ,malotřídní škola ,Cooperation ,heterogenní skupiny žáků ,small class school ,kooperativní vyučování ,cooperative teaching - Abstract
The diploma thesis deals with the topic of application of the model of cooperative teaching in the environment of small schools. The main goal of the diploma thesis is to point out the specifics of small schools in connection with the application of the principles of cooperative teaching. The theoretical part deals with the explanation of basic concepts related to small schools and points out the basic aspects related to the concept of small schools in the Czech Republic, describes the specific qualities of education in small schools while focusing on cooperative teaching and the specifics of cooperative teaching in small schools. Both available monographs and researches that have already been carried out in this area are used. The aim of the empirical part is to identify and describe the application of cooperative teaching in small-class primary schools in the Central Bohemian Region with the help of a questionnaire survey and a case study. Although cooperation can be used in fully organized schools, the author focused mainly on the possibilities of its application in the environment of small schools, which is in many respects specific and she considers it a suitable environment for the application of cooperative teaching. She believes that it is in small schools that the cooperative way of...
- Published
- 2020
41. Značaj kooperativne nastave za formiranje pozitivnog stava prema čitanju
- Author
-
Jelena Medar Zlatković, Lalić-Vučetić, Nataša, Gundogan, Dragana, and Radanović, Ana
- Subjects
kooperativna nastava ,pupils’ attitude towards reading ,odnos učenika prema čitanju ,intrinsic motivation ,unutrašnja motivacija ,cooperative teaching - Abstract
Istraživanja pokazuju da kooperativna nastava doprinosi sticanju znanja, razvoju metakognitivnih i kognitivnih sposobnosti učenika; jačanju njihovog samopouzdanja i samopoštovanja; pozitivnim stavovima prema različitim nastavnim aktivnostima, kao i podsticanju motivacije za učenje. Polazeći od ovih nalaza, cilj našeg istraživanja bio je da ispitamo da li kooperativna nastava doprinosi formiranju pozitivnog stava prema čitanju. Za potrebe istraživanja koristili smo rezultate međunarodnog istraživanja razvoja čitalačke pismenosti učenika četvrtog razreda osnovne škole PIRLS, pri čemu je uzorak obuhvatio tri zemlje u kojima su učenici ostvarili najviše postignuće na testu (Rusija, Irska, Finska). Zastupljenost kooperativne nastave merili smo na osnovu odgovora nastavnika na 4 pitanja o tome koliko često tokom nastave čitanja: organizuju učenike da rade u grupi učenika istih sposobnosti; organizuju učenike da rade u grupi učenika različitih sposobnosti; podstiču učenike da diskutuju o tekstu; traže od učenika da međusobno razgovaraju o pročitanom. Ustanovljeno je da se odgovori nastavnika na ova pitanja grupišu oko jednog faktora koji je nazvan kooperativna nastava. Odnos prema čitanju meren je kao latentna varijabla koja je dobijena na osnovu odgovora učenika na 10 pitanja kojima je ispitivan njihov odnos prema nastavi čitanja i čitanju u slobodno vreme. Pozitivan stav prema čitanju posmatrali smo kao značajan elemenat za negovanje unutrašnje motivacije za učenje. Rezultati pokazuju da učenici koji spadaju u 10% onih koji najčešće pohađaju kooperativnu nastavu u poređenju sa grupom od 10% učenika koji najređe pohađaju kooperativni oblik nastave imaju značajno viši skor na skali kojom se meri pozitivan stav prema čitanju. Zaključujemo da su situacije u kojima učenici uče na kooperativan način pogodne za formiranje pozitivnog stava prema čitanju, pa posledično i za podsticanje unutrašnje motivacije za učenje. U školama u našoj zemlji, u kojima još uvek preovladava frontalni oblik rada, nastavnici bi trebalo da nastoje da obezbede situacije kooperativnog učenja, kako bi kod učenika podsticali formiranje pozitivnih stavova ne samo prema čitanju, nego i prema učenju i školskom okruženju uopšte. Research shows that cooperative teaching contributes to acquisition of knowledge, development of metacognitive and cognitive skills of pupils; strengthening their self-confidence and self-esteem; positive attitudes towards different teaching activities, as well as encouraging motivation to learn. Starting from these findings, the aim of our research was to examine whether cooperative teaching contributes to forming a positive attitude towards reading. For the purposes of the research, we used results of an international research on development of reading literacy of fourth grade primary school pupils PIRLS, where the sample included three countries in which pupils achieved the highest attainment on the test (Russia, Ireland, Finland). We measured the representation of cooperative teaching based on the teachers’ answers to 4 questions about how often during reading lessons they: organize pupils to work in a group of pupils with the same abilities; organize pupils to work in a group of pupils with different abilities; encourage pupils to discuss the text; ask pupils to talk to each other about what they have read. It was established that teachers’ answers are grouped around one factor called cooperative learning. The attitude towards reading was measured as a latent variable which was obtained on the basis of pupils’ answers to 10 questions which examined their attitude towards classroom reading and reading in free time. We viewed a positive attitude towards reading as an important element in nurturing intrinsic motivation to learn. The attitude towards reading was measured as a latent variable which was obtained on the basis of pupils’ answers to 10 questions which examined their attitude towards classroom reading and reading in free time. We viewed a positive attitude towards reading as an important element in nurturing intrinsic motivation to learn. The results show that pupils who belong to 10% of those who often attend cooperative classes compared to the group of 10% of students who rarely attend cooperative classes, have a significantly higher score on the scale that measures positive attitude towards reading. We conclude that situations in which pupils learn in a cooperative way are suitable for forming positive attitude towards reading, and consequently, for encouraging intrinsic motivation to learn. In schools in our country where the frontal form of work still prevails, teachers should strive to provide situations of cooperative learning in order to encourage students to form positive attitudes, not only towards reading, but also towards learning and school environment in general. Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa
- Published
- 2020
42. Кооперативна настава и академска саморегулаторна ефикасност ученика као предикатори школског успеха
- Author
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Pljakić, Goran D., Tadić, Aleksandar, Antonijević, Radovan, Vranješević, Jelena, and Dubljanin, Saša
- Subjects
кооперативна настава ,школски успех ученика ,академска саморегулаторна ефикасност ,academic self-regulatory efficacy ,academic performance ,cooperative teaching - Abstract
У теоријском оквиру дисертације разматрано је питање одређења школског успеха и његових кључних чинилаца. Анализирана су питања теоријског утемељења кооперативне наставе, одређења њених основних карактеристика и кључних структуралних компонената. Приказани су методолошки оквири и резултати истраживања на подручју кооперативне наставе који су значајни за проблем овог истраживања. Анализирана су питања теоријског утемељења академске саморегулаторне ефикасности, одређења њених карактеристика и основних компонената, као и одређења појмова кључних за њено разумевање (самоефикасности и саморегулисаног учења). Такође, дати су методолошки оквири и резултати релевантних истраживања академске саморегулаторне ефикасности ученика. У раду се истражује релевантност регресионог модела предиктора школског успеха ученика утемељеног на интегрисаним начелима теорије социјалне међузависности и социјално когнитивне теорије. Циљ истраживања био је да се испита да ли су кооперативна настава и академска саморегулаторна ефикасност ученика значајни предиктори њиховог школског успеха. Коначни узорак испитаника чинило је 516 ученика седмог разреда основне школе. За потребе испитивања заступљености кооперативне наставе у школама конструисана је ОКС-КН скала, док је за потребе испитивања изражености академске саморегулаторне ефикасности ученика адаптирана СРУ скала (Suzić i sar., 2013). Школски успех ученика мерен је преко просечне оцене ученика на полугодишту актуелне школске године. Нацрт истраживања је регрeсиони. Све везе између варијабли у моделу су једносмерне и предиктивне. Резултати истраживања показују да се у школама кооперативна настава често не реализује у правом смислу те речи, јер је у пракси заступљеност индикатора њених основних компонената половична. Изузев изазова, све позитивне компоненте академске саморегулаторне ефикасности ученика су израженије од њихових супротних димензија, то јест негативних компонената. Поједине позитивне димензије академске саморегулаторне ефикасности (аутономија и самостално доношење одлука) за нијансу су израженије код ученица у односу на ученике. Кооперативна настава се показала као значајан предиктор академске саморегулатирне ефикасности ученика. Међу компонентама кооперативне наставе, као предиктори позитивних компонената академске саморегулаторне ефикасности ученика, идентификовани су: позитивна међузависност ученика (на основу ње се може предвидети аутономија, интеракција и кооперативно учење, продуктивно учење и самостално доношење одлука), структурирање наставе, вежбање социјалних вештина, евалуација групних процеса (на основу њих се могу предвидети изазов и аутономија) и унапређујућа интеракција „лицем у лице“ (на основу ње се може предвидети интеракција и кооперативно учење). Од компонената кооперативне наставе, као предиктори негативних компонената академске саморегулаторне ефикасности, издвајају се унапређујућа интеракција „лицем у лице“ (на основу ње се могу предвидети аверзија, зависност, репродуктивно учење и некооперативност и субмисивност) и позитивна међузависност ученика (на основу ње се може предвидети репродуктивно учење). Академска саморегулаторна ефикасност ученика се показала као значајан предиктор њиховог школског успеха, где су се издвојиле следеће компоненте: самостално доношење одлука, зависност, репродуктивно учење и интеракција и кооперативно учење. Коначан интегративни модел предиктора школског успеха граде позитивна међузависност ученика, самостално доношење одлука, интеракција и кооперативно учење, зависност, репродуктивно учење и извршавање одлука. Позитивна међузависност ученика, као компонента кооперативне наставе, остварује директан и индиректан допринос предикцији школског успеха. У наведеној релацији академска саморегулаторна ефикасност остварује медијаторску улогу. Модел објашњава 31,7% варијансе школског успеха ученика. Установљено је да је на пољу професионалног развоја наставника, као и стручних сарадника, веома битно обезбедити системску подршку различитим видовима обуке која би имала за циљ да наставници преиспитају лична разумевања везана за употребу кооперативне наставе и њен допринос на различитим подручјима васпитно-образовне делатности. Важно је помоћи наставницима да кроз процес преиспитивања имплицитних теорија раде на критичком преиспитивању и разумевању васпитно-образовне праксе у контексту друштва XXI века. Неопходно је надолазећим генерацијама ученика пружити подршку да се развијају као прилагодљиве и аутономне личности, спремне да активно и ефикасно уче, самостално доносе одлуке, регулишу своје поступке, међусобно сарађују и развијају се у складу са својим могућностима The theoretical framework of the dissertation discusses the issue of determining academic performance and its key factors. The issues of theoretical foundation of cooperative teaching, determination of its basic characteristics and key structural components have been analyzed. Methodological frameworks and research results in the field of cooperative teaching relevant to the problem of this research have been presented. The issues of theoretical foundation of academic self-regulatory efficacy, determination of its characteristics and basic components, as well as definitions of the key concepts for its understanding (self-efficacy and self-regulated learning) have been analyzed. Also, methodological frameworks and results of relevant studies of students' academic self-regulatory efficacy have been presented. This paper explores the relevance of a regression model of predictors of students' academic performance based on the integrated principles of social interdependence theory and social cognitive theory. The aim of the study was to examine whether cooperative teaching and academic self-regulatory efficacy student are significant predictors of their academic performance. The final sample of respondents consisted of 516 seventh-grade students. For the purposes of examining the presence of cooperative teaching in schools, the OKS-KN scale was constructed, whereas he SRU scale (Suzić et al., 2013) was adapted for the purposes of examining the prominence of academic self-regulatory efficiency of students. Students' academic performance was measured by the average grade of students at the end of the first semester of the on-going school year. The research draft was a regressive one. All relationships between variables in the model were unidirectional and predictive. Research results have shown that cooperative teaching is often not properly implemented in schools, as in practice the indicators of its basic components are only halfheatedly present. Apart from the challenge, all the positive components of academic self-regulatory efficacy of students are more pronounced than their opposite dimensions, that is, the negative components. Some positive dimensions of academic self-regulatory efficiency (autonomy and independent decision-making) are slightly more pronounced in female students than in male ones. Cooperative teaching has proven to be a significant predictor of students’ academic self-regulatory efficacy. Among the components of cooperative teaching, the identified predictors of positive components of students' academic self-regulatory effectiveness are: positive student interdependence (on the basis of which autonomy, interaction and cooperative learning, productive learning, and independent decision making can be predicted), structuring teaching, practicing social skills, evaluating group processes (based on which challenge and autonomy can be predicted), and promotive interaction “face-to-face” (on the basis of which interaction and cooperative learning can be predicted). Among the components of cooperative teaching, as predictors of the negative components of academic self-regulatory efficacy, we distinguish by promotive interaction “face-to-face” (on the basis of which one can predict aversion, dependence, reproductive learning and uncooperativeness and submissiveness can be predicted) and positive student interdependence (it predicts reproductive learning). Academic self-regulatory efficacy of students has proven to be a significant predictor of their academic performance, with the following components standing out: independent decision making, interaction and cooperative learning, addiction and reproductive learning. The final integrative model of predictors of academic performance comprised positive student interdependence, independent decision making, interaction and cooperative learning, addiction, reproductive learning and decision making. Positive student interdependence, as a component of cooperative teaching, contributes both directly and indirectly to the prediction of academic performance. In the stated relation, academic self-regulatory efficacy plays a mediating role. The model explains 31.7% of the variance in students' academic performance. It has been established that in the field of professional development of teachers, as well as of professional associates, it is very important to provide systematic support to different types of training, which would aim for teachers to review personal understandings regarding the use of cooperative teaching and its contribution to different areas of educational activity. It is important to help teachers to work on critical examining and understanding of educational practices in the context of the 21st century society through a process of rethinking implicit theories. It is necessary to provide support to the next generations of students to develop as adaptable and autonomous personalities, ready to actively and effectively learn, make decisions independently, regulate their actions, cooperate and develop in accordance with their abilities
- Published
- 2019
43. Collaborative schools: a positive culture for information professionals
- Author
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O'Connell, Judy
- Published
- 1994
44. Кооперативна настава и академска саморегулаторна ефикасност ученика као предикатори школског успеха
- Author
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Tadić, Aleksandar, Antonijević, Radovan, Vranješević, Jelena, Dubljanin, Saša, Pljakić, Goran D., Tadić, Aleksandar, Antonijević, Radovan, Vranješević, Jelena, Dubljanin, Saša, and Pljakić, Goran D.
- Abstract
У теоријском оквиру дисертације разматрано је питање одређења школског успеха и његових кључних чинилаца. Анализирана су питања теоријског утемељења кооперативне наставе, одређења њених основних карактеристика и кључних структуралних компонената. Приказани су методолошки оквири и резултати истраживања на подручју кооперативне наставе који су значајни за проблем овог истраживања. Анализирана су питања теоријског утемељења академске саморегулаторне ефикасности, одређења њених карактеристика и основних компонената, као и одређења појмова кључних за њено разумевање (самоефикасности и саморегулисаног учења). Такође, дати су методолошки оквири и резултати релевантних истраживања академске саморегулаторне ефикасности ученика. У раду се истражује релевантност регресионог модела предиктора школског успеха ученика утемељеног на интегрисаним начелима теорије социјалне међузависности и социјално когнитивне теорије. Циљ истраживања био је да се испита да ли су кооперативна настава и академска саморегулаторна ефикасност ученика значајни предиктори њиховог школског успеха. Коначни узорак испитаника чинило је 516 ученика седмог разреда основне школе. За потребе испитивања заступљености кооперативне наставе у школама конструисана је ОКС-КН скала, док је за потребе испитивања изражености академске саморегулаторне ефикасности ученика адаптирана СРУ скала (Suzić i sar., 2013). Школски успех ученика мерен је преко просечне оцене ученика на полугодишту актуелне школске године. Нацрт истраживања је регрeсиони. Све везе између варијабли у моделу су једносмерне и предиктивне. Резултати истраживања показују да се у школама кооперативна настава често не реализује у правом смислу те речи, јер је у пракси заступљеност индикатора њених основних компонената половична. Изузев изазова, све позитивне компоненте академске саморегулаторне ефикасности ученика су израженије од њихових супротних димензија, то јест негативних компонената. Поједине позитивне димензије академске саморегулаторне ефикасности, The theoretical framework of the dissertation discusses the issue of determining academic performance and its key factors. The issues of theoretical foundation of cooperative teaching, determination of its basic characteristics and key structural components have been analyzed. Methodological frameworks and research results in the field of cooperative teaching relevant to the problem of this research have been presented. The issues of theoretical foundation of academic self-regulatory efficacy, determination of its characteristics and basic components, as well as definitions of the key concepts for its understanding (self-efficacy and self-regulated learning) have been analyzed. Also, methodological frameworks and results of relevant studies of students' academic self-regulatory efficacy have been presented. This paper explores the relevance of a regression model of predictors of students' academic performance based on the integrated principles of social interdependence theory and social cognitive theory. The aim of the study was to examine whether cooperative teaching and academic self-regulatory efficacy student are significant predictors of their academic performance. The final sample of respondents consisted of 516 seventh-grade students. For the purposes of examining the presence of cooperative teaching in schools, the OKS-KN scale was constructed, whereas he SRU scale (Suzić et al., 2013) was adapted for the purposes of examining the prominence of academic self-regulatory efficiency of students. Students' academic performance was measured by the average grade of students at the end of the first semester of the on-going school year. The research draft was a regressive one. All relationships between variables in the model were unidirectional and predictive. Research results have shown that cooperative teaching is often not properly implemented in schools, as in practice the indicators of its basic components are only halfheatedly present. Apart from the challenge
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- 2019
45. Team Teaching in the Online Graduate Environment: Collaborative Instruction.
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Fuller, Richard G. and Bail, Jean
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TEACHING teams ,DISASTER medicine ,RESEARCH ,STATISTICS ,DIRECT instruction ,EDUCATION - Abstract
The article discusses a research study on team teaching and its synergistic effects in the online graduate level of the course Disaster Medicine and Management Applied Research and Statistics Course. Researchers divided the course into two phases including the preactive or planning phase and active teaching phase with team instructors well-versed on team teaching styles including the interactive, participant-observer and rotational methods. Results indicated the presence of the synergistic effect of online pedagogies in the active and preactive phases while brainstorming was an overaching theme in the communication and planning sessions for interactive model teaching. It also notes reports of students on greater understanding of processes with immediate feedback.
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- 2011
- Full Text
- View/download PDF
46. Enhancing the information literacy classroom experience: A cataloger and a reference librarian team up to deliver library instruction
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McCallum, Carolyn J. and Collins, Bobbie L.
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- *
INFORMATION literacy , *CATALOGERS , *LIBRARY orientation , *TEACHING teams , *REFERENCE librarians , *ACADEMIC departmental libraries , *LIBRARY science , *CASE studies - Abstract
Abstract: This article examines the collaborative teaching approaches between a cataloger and reference librarian. It discusses the role of instruction in liaison and collection development work, skills required to teach information literacy classes, and reviews case studies that inform the question of what skills and roles these two fields of librarianship contribute to information literacy instruction. Case studies describe the cooperative teaching partnership, examine each librarian''s contribution to the collaborative effort, and discuss the benefits of partnering with other colleagues. Moreover, this study suggests liaison duties that include collection development responsibilities are enhanced by participating in instructional activities for assigned academic departments. [Copyright &y& Elsevier]
- Published
- 2011
- Full Text
- View/download PDF
47. Kooperatívne vyučovanie a jeho vplyv na klímu triedy v 5. roč. ZŠ.
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Trabalíková, Jana
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TEACHING teams ,TEACHING ,CLASSROOM environment ,TEACHERS ,SCHOOLS - Abstract
Copyright of Slovak Journal for Educational Sciences / Pedagogika is the property of Slovak Academy of Sciences, Slovak Educational Research Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2011
48. Rethinking and reflecting on cooperation between schools and enterprises: Research into the concept of school enterprise cooperation.
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Ling, Ying, Hu, Binwu, and Wang, Liwen
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TEACHING teams ,COOPERATION ,VOCATIONAL education ,VOCATIONAL schools ,LITERATURE reviews ,HEALTH occupations schools - Abstract
• Problems existing in school-enterprise cooperation • Approaches and methods followed in school-enterprise cooperation • Necessity and significance of school-enterprise cooperation in education. • Questionnaire survey method and Literature review method were used to obtain the understandings and present the conclusions of the study. The needs of society, organizations, enterprises, universities, colleges and schools have always been a combination of theory and practice. All the educational institutions recommend a cooperative teaching in order to explore, enhance and establish school-enterprise Cooperation which is practical-oriented. Most of the institutions go hand in hand with enterprises to cultivate high-level talents. The main purpose of the current study is to examine and explore the practice of school-enterprise cooperation in the field of education. An outline of different parameters such as concept, characteristics and evolution of school-enterprise cooperation are deeply discussed. Besides, this paper is going to shed light on the following aspects: (a) problems existing in school-enterprise cooperationwith special focus on vocational schools; (b) approaches and methods followed in vocational school-enterprise cooperation; (c)necessity and significance of school-enterprise cooperation in vocational education; (d)gaps in teacher resources with special focus on vocational education.For this, the study adopts quantitative approach to understand the gaps and present the solutions. Questionnaire survey is the instrument used to collect required information from the respondents. The study collects primary as well as secondary data. [Display omitted] [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
49. Testing the efficacy of team teaching.
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Carpenter, Dick, Crawford, Lindy, and Walden, Ron
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TEACHING teams ,ACADEMIC achievement ,SENSORY perception ,STUDENTS ,CLASSROOM environment ,SCHOOL environment ,TEACHING ,LEARNING ,EDUCATION research - Abstract
This study examines differences between team-taught and solo-taught sections of a graduate introductory course on research and statistics in terms of student perceptions and achievement. Factor analysis of survey data confirmed three factors: comfort with research and statistics; the relationship of research and statistics to work; and interest in research and statistics. Pre- and post-survey and achievement data were gathered, as were demographic data. T-test and MANCOVA results indicated: no significant achievement differences based on teaching format; a significant pre-post difference for all students on one factor (comfort with research and statistics); and only one significant difference (relationship between work and research and statistics) based on learning environment. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
50. Research on the effects of team teaching upon two secondary school teachers.
- Author
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Syh-Jong Jang
- Subjects
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INSTRUCTIONAL systems , *CURRICULUM , *PRIMARY education , *SECONDARY education , *EDUCATIONAL change , *EDUCATIONAL planning , *TEACHING , *EDUCATION - Abstract
Background The implementation of the nine-year integrated curriculum in the primary and secondary schools of Taiwan represented, in practice, a great change to the nature of school teaching. This was mainly due to the fact that the new scheme for the curriculum required teachers to collaborate with one another, when they had been teaching students independently for most of their teaching career. Purpose The purpose of this research was to study the effects of team teaching upon two 8th-grade teachers in the field of mathematics. The specific research question was student performance and teacher perceptions concerning team teaching. Programme description Team teaching involves two or more teachers whose primary concern is the sharing of teaching experiences in the classroom, and co-generative dialoguing with each other. They take collective responsibility for maximizing learning to teach, or becoming better at teaching, while providing enhanced opportunities for their students to learn. Sample The subjects of this experiment were chosen from the 8th-graders of a secondary school in Taoyuan County, Taiwan. Two certified maths teachers and four classes participated in this study. One each of the teachers' two classes was selected to be the experimental group (63 pupils), and the remaining two classes (61 pupils) were the control group. The students' original placement was performed by the school according to a normal ‘S’ distribution. Design and methods The researcher made use of a quasi-experimental method, assigning the four sampled classes to experimental group and control group. This study was a two-stage team teaching experiment, dividing the 12-week period into two equal halves. The main research method was a combination of quantitative and qualitative analysis. The research data included student scores, questionnaires, teachers' self-reflection, video taped records of teaching performances and the researcher's interviews with teachers. Results The research findings showed that the average final exam scores of students receiving team teaching were higher than those of students receiving traditional teaching. The two teaching methods showed significant difference in respect of students' achievement. More than half of the experimental students preferred team teaching to traditional teaching. The discrepancy between team teachers' expectations of team teaching and its implementation was apparent. The differences in the teaching strategy also exposed team teachers to challenge and being compared with each other by students in class. Besides, the team teachers had been unprepared for this comparison, especially in regard to class management. The implementation of team teaching, however, did not win the support of the school administration, which impeded teachers in holding team meetings and caused students doubts regarding team teaching. Conclusions Since the research concentrated on a single subject, the implementation of team teaching in the field of interdisciplinary courses is needed. The key to this lies with teachers, who are required to do this actively; otherwise, educational reform will not achieve its goals. [ABSTRACT FROM AUTHOR]
- Published
- 2006
- Full Text
- View/download PDF
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