The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

Abstract

Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

Application of Machine Learning and Internet of Things Techniques in Evaluation of English Teaching Effect in Colleges

“…Because the evaluation method of examination does not directly promote the level of English thinking and logical argumentation of many learners, the range of applications will be limited. Masats and Guerrero [ 30 ] critically examined and found that the automatic evaluation system was not perfect either because some students were not proficient enough to effectively evaluate each other's articles in online mutual evaluation, and their attention was also focused on the language level as teachers' evaluation. Almanthari et al [ 31 ] found through the follow-up study of teacher teaching that the application of technology in mathematics teaching produced good teaching effects.…”

Investigation of Preferred Teaching Pedagogies of Preservice Science Teachers through Individual and Team Studies

“…Working as a team leads to the emergence of better quality and efficient solutions (De Church & Mesmer-Magnus, 2010;Kwak, 2004). Masats and Guerrero (2018) also emphasize that both teachers and preservice teachers must have teamwork skills in order to facilitate their acquisition of professional knowledge. Therefore, it is very valuable to investigate the extent to which the preservice science teachers make sense of inquiry-based teaching pedagogy through individual and teamwork.…”

2 Building Scalar Frames of Understandability in ‘Trans’ Practices within a Catalan Global StoryBridges Site

“…The steering group of the larger project is led by a university outreach office and is made up of head teachers and English teachers from the town's two secondary schools, members of the local council, the Catalan Education Department and university-based researchers -the latter group including the authors of this chapter. The project is aimed at boosting educational and professional outcomes generally, and English language competences in particular, of youth in the municipality (see Masats & Guerrero, 2018). Young people's educational outcomes in the town are among the poorest in Catalonia.…”