Management of group work as a classroom activity
2011 (English)In: World Journal of Education, ISSN 1925-0746(Print) E-ISSN 1925-0754, Vol. 1, no 2, 3-16 p.Article in journal (Refereed) Published
Students appreciate group work as a means of learning and several studies also suggest that students who work togetherin groups have better learning outcomes. Nevertheless, teachers still seem reluctant to use group work as a pedagogicaltool in the classroom.The main focus of this qualitative study is to address group work as a classroom activity from the teachers’ perspectives,and more specifically to ascertain why teachers are reluctant to use group work as a mode of working in education.Data were collected by means of focus group interviews with teachers from three different schools, and the analysis wascarried out using grounded theory.The uniqueness of this study is that the results show that teachers’ presumptions, together with their mode of procedureand their negligible reflections regarding subject knowledge as a learning outcome when using group work, have adecisive influence on their willingness to use group work.
Place, publisher, year, edition, pages
Toronto: Sciedu Press , 2011. Vol. 1, no 2, 3-16 p.
Group work, classroom activity, teachers’ experiences, leadership, teachership, presumptions
Psychology (excluding Applied Psychology) Pedagogy
IdentifiersURN: urn:nbn:se:liu:diva-72098DOI: 10.5430/wje.v1n2p3OAI: oai:DiVA.org:liu-72098DiVA: diva2:457108