Teacher educators’ design and implementation of group learning activities

Hei, Miranda Suzanna Angelique De; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, Jan-Willem

doi:10.1080/03055698.2016.1206461

Cited by 15 publications

(5 citation statements)

References 17 publications

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“…Teachers consider the design of GLAs a complicated task that often does not lead to the desired learning outcomes, and encounter problems such as freeriding of students, and issues with assessment and grading (Gillies and Boyle 2010). In a study of De Hei et al (2016a) teacher educators were interviewed about their design of GLAs. They found that teacher educators experience problems specifically with the design of how students should collaborate during a GLA, in other words the way the collaboration is structured.…”

Section: Introductionmentioning

confidence: 99%

Group learning activities and perceived learning outcomes

Hei

Admiraal

Sjoer

et al. 2017

Studies in Higher Education

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Group learning activities (GLAs) are commonly used curriculum activities in teacher education. The aim of this study was to determine which components of GLAs students perceive as significant for their learning. Student teachers from six Dutch universities of applied sciences completed a survey about GLAs they participated in. Findings show that students' evaluations of task characteristics and group constellation are related to their perceived increase in domain knowledge. Furthermore task characteristics and guidance are related to students' perceived development as primary school teachers. Verbal interaction and engagement partially and fully mediate several relationships between GLA components and learning outcomes.

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Section: Introductionmentioning

confidence: 99%

Group learning activities and perceived learning outcomes

Hei

Admiraal

Sjoer

et al. 2017

Studies in Higher Education

Self Cite

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“…In contrast to the tendency towards © the work pattern of sharing that exists among teacher educators in the research (De Hei et al 2016;Shagrir, 2015;Shim and Roth 2007), and also mentioned in the context of other groups of senior academics employed in the higher education system (Buckley and Du Toit 2010;Tahir et al 2016), the work pattern of expertise is not explicitly discussed for late-career teacher educators. Our recommendation is to investigate such pattern among college-based © teacher educators, in order to understand in-depth the long-term effects of high academic orientation on their image in the eyes of colleagues and students in teacher education contexts and cultures.…”

Section: Discussionmentioning

confidence: 95%

“…Senior teacher educators employed at ACEs, who raised their voices for this study, mentioned the issue of leading PLCs as an incentive for these patterns. Since in a professional culture of teacher educators, the most professional learning occurs in this medium (Brody and Hadar 2015;De Hei et al 2016;Olsen and Buchanan 2017), it seems natural to share knowledge this way as a tool for coping with obsolescence. In the present study, this pattern is also driven by the desire to serve as an exemplary teacher to the student teachers, and by the willingness to share their wisdom with those around them.…”

Section: Work Pattern Of Sharing: Dedication To Daily Tasksmentioning

confidence: 99%

“Maintaining the image of a desired teacher”: major issues of late-career senior teacher educators

Gutman

Oplatka

2020

Educational Studies

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The title and author names are listed on this sheet as they will be published, both on your paper and on the Table of Contents. Please review and ensure the information is correct and advise us if any changes need to be made. In addition, please review your paper as a whole for typographical and essential corrections.Your PDF proof has been enabled so that you can comment on the proof directly using Adobe Acrobat. For further information on marking corrections using Acrobat, please visit http://journalauthors.tandf.co.uk/production/acrobat.asp; https://authorservices.taylorandfrancis.com/how-to-correct-proofs-with-adobe/ The CrossRef database (www.crossref.org/) has been used to validate the references. Changes resulting from mismatches are tracked in red font. AUTHOR QUERIESQ1 Please provide missing department for the affiliations (a and b).Q2 Please note that the ORCID for Mary Gutman has been created from information provided through CATS. Please correct if this is inaccurate.Q3 The funding information provided has been checked against the Open Funder Registry and we failed to find a match. Please confirm if the Funding section is accurate and also confirm the funder names.Q4 The reference "Author, 2012" is cited in the text but is not listed in the references list. Please either delete in-text citation or provide full reference details following journal style [Standard Chicago AD] Q5 The reference "Author, 2019a" is cited in the text but is not listed in the references list. Please either delete in-text citation or provide full reference details following journal style [Standard Chicago AD] Q6 The reference "Griffith & Thomson, 2014" is cited in the text but is not listed in the references list. Please either delete in-text citation or provide full reference details following journal style [Standard Chicago AD] Q7 The reference "Author, 2019b" is cited in the text but is not listed in the references list. Please either delete in-text citation or provide full reference details following journal style [Standard Chicago AD]"Maintaining the image of a desired teacher": major issues of late-career senior teacher educators

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“…Samenwerkend leren is een vorm van leren waarin studenten in kleine groepen werken aan een gedeelde leertaak (Strijbos, Martens, & Jochems, 2004). Docenten ervaren problemen met het beoordelen van samenwerkend leren (Van den Bergh et al, 2006) en willen meer leren over hoe samenwerkend leren beoordeeld kan worden (De Hei, Sjoer, Admiraal, & Strijbos, 2016). Om meer kennis te vergaren over het beoordelen van samenwerkend leren in het hoger onderwijs is inzicht nodig in de huidige beoordelingspraktijk (inclusief methodes) en ervaringen van docenten met het beoordelen van samenwerkend leren in het hoger onderwijs.…”

Section: Inleiding Onderzoeksdoel En Contextunclassified