face-to-face promotive interaction

0

tandfonline.com – Exploring pupils’ and teachers’ perspectives on face-to-face promotive interaction in cooperative learning

Posted on by Troels Gannerup Christensen - Læst 21 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study reports on pupils’ and teachers’ perceptions of face-to-face promotive interaction (FtFPI) in cooperative learning (CL) at two primary schools in post-war Bosnia and Herzegovina (BiH). Using mixed methods, the study asks (1) ‘To what extent are the aspects of FtFPI most likely to influence pupils’ CL group work?’ (2) ‘What are the challenges in applying pupils’ FtFPI in small CL groups?’ The findings reveal mostly positive beliefs of FtFPI influence on small CL group work. However, when it comes to pupils’ and teachers’ experiences, several challenges have been identified: (1) organisation of FtFPI, (2) planning and balancing between working on a group task and supporting peers, (3) interpersonal behaviours, and (4) supportive communication. The findings suggest… Continue Reading →

0

tandfonline.com – Face-to-face promotive interaction leading to successful cooperative learning: A review study

Posted on by Troels Gannerup Christensen - Læst 28 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The article presents a review of 34 studies conducted from 1995 to 2017 focusing on face-to-face promotive interaction (FtFPI) factors that may lead to successful cooperative learning (CL) in small groups, as guided by the following research question: “Which FtFPI factors lead to successful CL in small groups?“ A manual and citation database search were used to find relevant studies. The findings indicate that students’ interpersonal behavior, their experiences and active participation in the CL process, communication and support to each other, and teachers’ influence on promoting students’ interaction leading to successful CL in small groups. Moreover, these factors may lead to students’ deep learning. However, the review suggests that systematic preparations must be made by both teachers… Continue Reading →