School-based collaboration as a learning context for teachers: A systematic review

Jong, Loes de; Meirink, Jacobiene; Admiraal, Wilfried

doi:10.1016/j.ijer.2022.101927

Cited by 31 publications

(16 citation statements)

References 87 publications

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“…This paper contributes insights into the professional learning and pedagogical change of teacher educators. First, the study findings have demonstrated that changes in the teacher educators' perceptions, understanding, and enactment of ATL were gradual, confirming the view that teacher learning and pedagogical change, particularly the transition to LCP, takes time (Sakata et al, 2022) because it entails unlearning and relearning of (Lunenberg et al, 2017;Giles, 2018;Izadinia, 2014;De Jong et al, 2022).…”

Section: Discussionsupporting

confidence: 60%

Teacher Educators' Professional Learning and Pedagogical Change in Relation to Learner-Centred Pedagogy

Sikoyo,

Isabirye

2023

East Afr. j. educ. stud.

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Teacher education has received less attention in the literature on learner-centred pedagogy in the global south despite its recognised role in teacher learning. This paper explores the processes of teacher learning and pedagogical change in relation to Active Teaching and Learning (ATL), a learner-centred pedagogy, among pre-service teacher educators in Uganda. The study was framed by cultural-historical activity theory, specifically by the principle of 'contradictions' as a driver for change in activity systems, to analyse how the teacher educators learned, interpreted, and integrated ATL in their practices across a three-year period mediated by a professional development initiative. A qualitative interpretivist research approach, specifically a case study design was adopted for the study. In years 1 and 2 of the study, data comprising video recordings of reflection workshops and interviews were collected in three teachers' colleges. In the third year, 13 more interviews were held in one college, with 10 teacher educators and three administrators. All the data sets were thematically analysed. Findings showed that the first two years of implementation were characterised by contradictions in terms of initial resistance to ATL, misconceptions and divergent interpretations of the approach, and perceived tension between ATL implementation and the institutional and broader contexts of practice. In the third year, significant positive changes in the teacher educators' perceptions, knowledge, and enactment of ATL were evident, which enabled the take-up of the pedagogic innovation in the practices of the researched college. The paper contributes insights into the professional learning and pedagogical change of teacher educators in relation to learner-centeredness and underscores the imperative of paying more attention to pre-service teacher education during pedagogical reforms in school systems

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Section: Discussionsupporting

confidence: 60%

Teacher Educators' Professional Learning and Pedagogical Change in Relation to Learner-Centred Pedagogy

Sikoyo,

Isabirye

2023

East Afr. j. educ. stud.

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“…The current main recommendation approaches are collaborative filtering (CF) recommendation, content-based recommendation and hybrid recommendation (Khanal et al, 2020). Among them, the CF recommendation is used most widely for its good operability and recommendation effects (De Jong et al, 2022). The core of CF recommendation of users is the evaluation of user similarity (Murad et al, 2020), which is on the basis of users' personal basic information and interactive behaviour information (De Jong et al, 2022).…”

Section: Peer Recommendation For Group Formation In Collaborative Lea...mentioning

confidence: 99%

“…Among them, the CF recommendation is used most widely for its good operability and recommendation effects (De Jong et al, 2022). The core of CF recommendation of users is the evaluation of user similarity (Murad et al, 2020), which is on the basis of users' personal basic information and interactive behaviour information (De Jong et al, 2022). In collaborative learning, learners' basic information such as age, gender, and previous learning experiences can not only help to find learning peers with similar learning preferences (Yera & Martínez, 2017), but also can influence learning outcomes (Lambi c et al, 2018).…”

Section: Peer Recommendation For Group Formation In Collaborative Lea...mentioning

confidence: 99%

“…Insufficient peer interaction has become a major challenge in online teacher training (Chiu et al, 2018). Previous studies have revealed that collaborative learning has positive effects of boosting communications and interactions (De Jong et al, 2022), enhancing learners' knowledge construction (Ye & Pennisi, 2022). Therefore, collaborative learning could be utilized to improve online teacher training.…”

Section: Introductionmentioning

confidence: 99%

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Effects of collaborative filtering‐based peer recommendation mechanism on in‐service teachers’ learning performance, knowledge construction, and social network during online training

Gong

Zeng

2023

Computer Assisted Learning

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BackgroundCollaborative learning has become a crucial approach to promoting online in‐service teacher training. Appropriate peer recommendation for group composition is the basis to ensure productive learning outcomes of collaborative learning. However, there is a lack of understanding of the impact of peer recommendation on in‐service teachers' online training.ObjectivesTherefore, based on the collaborative filtering approach, a peer recommendation mechanism for in‐service teachers was constructed in this study. We investigated the effects of the constructed mechanism on in‐service teachers' online learning performance, interactive knowledge construction behavioural patterns and social networks.MethodsIn this study, 82 in‐service teachers were recruited to participate in the study. Participants under the experimental condition (n = 41) were invited to apply collaborative filtering‐based peer recommendation mechanism for grouping, while participants under the control condition (n = 41) were invited to use random grouping method. Participants' interaction data were collected from online collaborative discussion activities in a 5‐week asynchronous online course. The pre‐post knowledge test, content analysis, lag sequential analysis and social network analysis were used to analyse the differences between groups.Results and ConclusionsThe following findings were revealed: (1) the experimental group performed better than the control group in terms of online learning performance; (2) interactive knowledge construction behavioural patterns generated in collaborative activities showed that the experimental group achieved deeper level of knowledge construction in collaboration than the control group; (3) social networks generated in collaborative activities showed that the experimental group had tighter interaction relationships than the control group. Therefore, the peer recommendation mechanism could be useful to improve peer recommendation for group composition and had positive effects on in‐service teachers' online training.ImplicationsThis study can shed light on the construction of peer recommendation mechanism in recommending appropriate peers for in‐service teachers and different learners in online collaborative learning.

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“…Moreover, Opportunities for students (e.g., enhanced student comprehension), teachers (e.g., improved teacher instruction), and school organization learning are related to teacher cooperation (e.g., adaption and innovation of curriculum). When teachers collaborate, they can encourage one another by sharing practices, assisting with crit,icism, and building novel instructional materials together (De Jong, Meirink, & Admiraal, 2022).…”

Section: Introductionmentioning

confidence: 99%

Discovery Learning Model to Improve Collaborative Pancasila Student Profiles and Mathematics Learning Outcomes

Ramuni

2022

jss

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This action research aims to improve the profile of collaborative Pancasila students and mathematics learning outcomes in class VIII students at Public Junior High School 5 Sanggau. This action research is a single class research. The implementation time starts from October 23 to November 8, 2021 which is divided into 4 meetings (pretest, treatment 1, treatment 2, posttest). The design used in this research is The One-Group Pretest-Posttes Design. This design was used in group research, namely class VIIIA which was given treatment in the form of applying the Discovery Learning of two-variable linear equation (PLDV) material. Based on the results of the analysis of the observation sheet, an increase of 25% was obtained where at the first 2 treatment meetings, 65% of students actively collaborated while in the treatment , 90% of students actively collaborated. Student learning outcomes showed an increase of 50%, where the results of the pretest showed 42.85% and the post was 92.85%. In addition, the results of data processing on the normality test showed that the pretest 0.197 > 0.05 meaning the data was normally distributed, the data homogeneity test showed sig 0.108 > 0.05 meaning the data was homogeneous and the T test showed a significance = 0.00 so it can be concluded that the hypothesis is accepted. means that there is an increase in the value of the pretest with the posttest.

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School-based collaboration as a learning context for teachers: A systematic review

Cited by 31 publications

References 87 publications

Teacher Educators' Professional Learning and Pedagogical Change in Relation to Learner-Centred Pedagogy

Teacher Educators' Professional Learning and Pedagogical Change in Relation to Learner-Centred Pedagogy

Effects of collaborative filtering‐based peer recommendation mechanism on in‐service teachers’ learning performance, knowledge construction, and social network during online training

Discovery Learning Model to Improve Collaborative Pancasila Student Profiles and Mathematics Learning Outcomes

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