Teachers Collaborating as a Professional Learning Network and Learning How to Implement Collaborative Problem Solving in the Primary Math's Classroom.
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| Title: | Teachers Collaborating as a Professional Learning Network and Learning How to Implement Collaborative Problem Solving in the Primary Math's Classroom. |
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| Authors: | Ferguson-Patrick, Kate1 (AUTHOR) |
| Source: | Education Sciences. Jun2025, Vol. 15 Issue 6, p701. 18p. |
| Subject Terms: | *Teacher development, *Professional employee training, *Primary school teachers, *Problem solving, Shared leadership |
| Abstract: | Collaborative Problem Solving (CPS) is a pedagogy seldom used in math's classrooms despite its relevance and ability to develop students' 21st century learning skills. International reports from PISA have highlighted the necessity of both collaboration and problem solving as crucial 21st century skills and this particular study focusses on teachers learning about using CPS in maths. In this small case study, five Australian primary school teachers explore the introduction of this pedagogy into their maths classrooms whilst supporting each other in a professional learning network (PLN). The findings highlight the importance of the support and collaboration in a teacher team needed to assist with the development of this new pedagogy. They learned about teacher collaboration as their students too learned about student collaboration. Being a part of PLN helped them develop leadership as they were involved in common structured activities together, as they implemented CPS in their classrooms, and in the process, built trust. Other outcomes resulted, including development of collaborative leadership; a common vision; a collective vision developed alongside students, all leading to a deeper understanding of cooperative learning and collaborative problem solving. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186201555 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teachers Collaborating as a Professional Learning Network and Learning How to Implement Collaborative Problem Solving in the Primary Math's Classroom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ferguson-Patrick%2C+Kate%22">Ferguson-Patrick, Kate</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Jun2025, Vol. 15 Issue 6, p701. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+leadership%22">Shared leadership</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Collaborative Problem Solving (CPS) is a pedagogy seldom used in math's classrooms despite its relevance and ability to develop students' 21st century learning skills. International reports from PISA have highlighted the necessity of both collaboration and problem solving as crucial 21st century skills and this particular study focusses on teachers learning about using CPS in maths. In this small case study, five Australian primary school teachers explore the introduction of this pedagogy into their maths classrooms whilst supporting each other in a professional learning network (PLN). The findings highlight the importance of the support and collaboration in a teacher team needed to assist with the development of this new pedagogy. They learned about teacher collaboration as their students too learned about student collaboration. Being a part of PLN helped them develop leadership as they were involved in common structured activities together, as they implemented CPS in their classrooms, and in the process, built trust. Other outcomes resulted, including development of collaborative leadership; a common vision; a collective vision developed alongside students, all leading to a deeper understanding of cooperative learning and collaborative problem solving. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186201555 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci15060701 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 701 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Primary school teachers Type: general – SubjectFull: Problem solving Type: general – SubjectFull: Shared leadership Type: general Titles: – TitleFull: Teachers Collaborating as a Professional Learning Network and Learning How to Implement Collaborative Problem Solving in the Primary Math's Classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ferguson-Patrick, Kate IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 15 – Type: issue Value: 6 Titles: – TitleFull: Education Sciences Type: main |
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