NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ922266
Record Type: Journal
Publication Date: 2010-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0311-6999
Teamwork--Teach Me, Teach Me Not: A Case Study of Three Australian Preservice Teachers
Main, Katherine
Australian Educational Researcher, v37 n3 p77-93 Dec 2010
Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study were primed to the skills that have been identified as necessary for successful team practices. The students then participated in a semi-structured interview about their groupwork experiences at university. Results from this study of preservice teacher education students reflected findings from studies of students' groupwork experiences in other disciplines (i.e., business). Students reported opportunities to practise teamwork. However, they were not explicitly taught "how" to work effectively together. It was also found that the assessment focus was entirely on the final "product" and not on the group "process". (Contains 2 tables.)
Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A