Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice

Gillies, R. and Boyle, M. (2008) Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice. Teaching and Teacher Education, 24 5: 1333-1348. doi:10.1016/j.tate.2007.10.003

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Author Gillies, R.
Boyle, M.
Title Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice
Journal name Teaching and Teacher Education   Check publisher's open access policy
ISSN 0742-051X
Publication date 2008-01-01
Year available 2008
Sub-type Article (original research)
DOI 10.1016/j.tate.2007.10.003
Open Access Status
Volume 24
Issue 5
Start page 1333
End page 1348
Total pages 16
Editor Delamont, S.
Fitz, J.
Pugsley, L.
Place of publication United Kingdom
Publisher Elsevier
Language eng
Subject 130309 Learning Sciences
930102 Learner and Learning Processes
C1
Abstract This article describes the types of discourse seven high school teachers used during cooperative leaning. One classroom lesson where students worked in cooperating groups was audiotaped and fully transcribed for each teacher and a vignette of two of the teachers and one of the groups in his or her room are also provided. The data from the audiotapes showed that the teachers used a range of mediated-learning behaviours that included challenging students' perspectives, asking cognitive and metacognitive questions, and scaffolding students' learning. In turn, the students used many of the discourses they heard their teachers use in their interactions with each other. Follow-up interviews of teachers' perceptions of cooperative learning as a pedagogical practice that had efficacy revealed that they believed it was important to structure the groups (i.e., tasks, composition), teach the appropriate social skills, and present tasks that encouraged students to think critically and reflectively about their learning. (C) 2007 Elsevier Ltd. All rights reserved.
Keyword Education & Educational Research
Education & Educational Research
EDUCATION & EDUCATIONAL RESEARCH
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 29 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 32 times in Scopus Article | Citations
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Created: Wed, 15 Apr 2009, 20:35:28 EST by Rebecca Donohoe on behalf of School of Education