The Importance of Teacher Role in Cooperative Learning: The Effects of High-Stakes Testing on Pedagogical Approaches of Early Career Teachers in Primary Schools
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| Title: | The Importance of Teacher Role in Cooperative Learning: The Effects of High-Stakes Testing on Pedagogical Approaches of Early Career Teachers in Primary Schools |
|---|---|
| Language: | English |
| Authors: | Ferguson-Patrick, Kate |
| Source: | Education 3-13. 2018 46(1):89-101. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teacher Role, Cooperative Learning, High Stakes Tests, Teaching Methods, Beginning Teachers, Student Participation, Elementary School Students, Scaffolding (Teaching Technique), Action Research, Faculty Development, Foreign Countries, Semi Structured Interviews, Observation, Case Studies |
| Geographic Terms: | Australia |
| DOI: | 10.1080/03004279.2016.1189946 |
| ISSN: | 0300-4279 |
| Abstract: | Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers' reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing. Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as CL. The teacher's role is crucial in order to scaffold the students' participation in the primary classroom in order to improve their learning and it is teachers' pedagogical practices that help to develop these collaborative work habits. This paper explores ECTs responses relating to their role in CL instruction. |
| Abstractor: | As Provided |
| Number of References: | 80 |
| Entry Date: | 2018 |
| Accession Number: | EJ1168093 |
| Database: | ERIC |
| Abstract: | Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers' reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing. Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as CL. The teacher's role is crucial in order to scaffold the students' participation in the primary classroom in order to improve their learning and it is teachers' pedagogical practices that help to develop these collaborative work habits. This paper explores ECTs responses relating to their role in CL instruction. |
|---|---|
| ISSN: | 0300-4279 |
| DOI: | 10.1080/03004279.2016.1189946 |
