Teamwork - Teach Me, Teach Me Not: A Case Study of Three Australian Preservice Teachers

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Title Teamwork - Teach Me, Teach Me Not: A Case Study of Three Australian Preservice Teachers
Author Main, Katherine Mary
Journal Name The Australian Educational Researcher
Year Published 2010
Place of publication Netherlands
Publisher Springer
Abstract Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study were primed to the skills that have been identified as necessary for successful team practices. The students then participated in a semistructured interview about their groupwork experiences at university. Results from this study of preservice teacher education students reflected findings from studies of students' groupwork experiences in other disciplines (i.e., business). Students reported opportunities to practise teamwork. However, they were not explicitly taught “how” to work effectively together. It was also found that the assessment focus was entirely on the final “product” and not on the group “process”.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1007/BF03216931
Volume 37
Issue Number 3
Page from 77
Page to 93
ISSN 0311-6999
Date Accessioned 2011-05-24
Date Available 2011-07-01T06:57:48Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Teacher Education and Professional Development of Educators
URI http://hdl.handle.net/10072/39061
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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