Collaborative learning in pre-service teacher education: primary school teachers' competence and educational practice
Year: 2012
Type: dissertation
Abstract: In this study, the actual position of collaborative learning (CL) in teacher education is examined. 120 teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models, and conceptions related to CL. The self-efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as an instructional strategy for primary school children, however student teachers do not prefer to collaborate themselves during their learning process. Student teachers’ self-efficacy towards the use of CL is moderate. CL is implemented occasionally once in a while in teacher education, but student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice.
Author: Ilse Ruys
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2318550664