NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ813772
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1195-4353
A Descriptive Account of Cooperative-Learning Based Practice in Teacher Education
Jones, Karrie A.; Jones, Jennifer L.
College Quarterly, v11 n1 p1-13 Win 2008
The purpose of this article is to provide a descriptive analysis of engaging teaching through cooperative learning at the graduate level, using an analysis of the teaching strategies and interactions between 33 pre-service teachers and their professor. Field notes were analysed along with interview data to generate a description of engaging teaching practices and its effects on students. The authors propose that this teacher's effectiveness was defined by the professor-student classroom interactions, a collaborative learning environment and use of cooperative learning. The consequence was increased student learning and motivation as well as a constructivist educational philosophy instilled in the minds of future educators.
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A