Farrell, Thomas S.C., and Jacobs, George M. (2016) Practicing what we preach: teacher reflection groups on cooperative learning. TESL-EJ, 19 (4). pp. 1-9.

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Abstract

This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective groups enable teachers to learn about cooperative learning and to consider how cooperative learning fits with their beliefs about education and society. Additionally, the article argues that when teachers experience successful peer interaction with their fellow teachers – interaction guided by the literature on teacher reflection and the literature on cooperative learning – teachers will be more likely to want their own students to experience the advantages of well-organized interaction with the students' own peers, their fellow students.

Item ID:	50247
Item Type:	Article (Research - C1)
ISSN:	1072-4303
Keywords:	teacher reflection, teacher reflection groups, teacher beliefs, cooperative learning principles, peer interaction
Date Deposited:	18 Sep 2017 01:33
FoR Codes:	39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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