Developing designs for community development in four types of student teacher groups

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• 作者：Marjolein Dobber (1)
  Sanne F. Akkerman (3)
  Nico Verloop (2)
  Wilfried Admiraal (2)
  Jan D. Vermunt (3)
  
• 关键词：Design development ; Design principles ; Student teacher groups ; Teacher communities ; Teacher education
• 刊名：Learning Environments Research
• 出版年：2012
• 出版时间：October 2012
• 年：2012
• 卷：15
• 期：3
• 页码：279-297
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• 作者单位：Marjolein Dobber (1)
  Sanne F. Akkerman (3)
  Nico Verloop (2)
  Wilfried Admiraal (2)
  Jan D. Vermunt (3)
  
  1. Department of Research and Theory in Education (OTP), VU University, De Boelelaan 1105, 1081 HV, Amsterdam, The Netherlands
  3. Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands
  2. ICLON, Leiden University Graduate School of Teaching, Leiden, The Netherlands
  
• ISSN：1573-1855

文摘

It is becoming increasingly important for teachers to collaborate. Teacher community is found to be a fruitful notion when thinking about improving collaboration. Teachers can be prepared for working in such communities during teacher education. We examined how the practice of collaboration within different types of groups in teacher education can be optimised, aiming at an improvement in the shared domain, group identity and shared interactional repertoire of these groups. We included four types of groups: subject matter groups, research groups, mentor groups and reflection groups. Focus groups with teacher educators, student teachers and community experts were conducted to gather ideas for the improvement of the institutional design for community development. Combining these ideas with the research literature, we formulated a list of design principles for each of the types of groups. In conversations with teacher educators, the viability of these principles was reviewed, resulting in particular sets of design principles for each group. These sets consist of principles which are already used within the groups, as well as principles that are completely new to the groups. The design arrangement for the mentor group consists of the largest number of design principles, while the smallest number of principles are applicable to the research group. The procedure used in this study can serve as an example of how to create a design aimed at the development of student teacher groups as social and collaborative learning environments.