Group presentation II


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Group presentation II

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Group presentation II

  1. 1. Cooperative learning and team culture in schools: Conditions for teachers’ professional development Student’s Name/ ID : Vivian 9722607 Betty 9722609 Yuri 9722616 Instructor : Philip Lin Dec. 8th. 2008
  2. 2. Page Krecic, M. J. & Ivanuš Grmek, M. (2008). Cooperative learning and team culture in schools: Conditions for teachers’ professional development. Teaching and Teacher Education. 24 (1), 59-68.
  3. 3. Content Page <ul><li>Introduction </li></ul><ul><li>Research questions </li></ul><ul><li>Methodology </li></ul><ul><li>Results </li></ul><ul><li>Conclusion </li></ul><ul><li>Discussion </li></ul>
  4. 4. Introduction Page This study done in Slovenia examined grammar and elementary teachers’ perception of cooperative learning . (Krecic, M. J. & Ivanuš Grmek, M., 2008)
  5. 5. Introduction Page Background of study A teacher is required to have a higher level of professionalism because of the new circumstances. Thus, the importance of a teacher’s professional growth is being increasingly stressed. (Krecic, M. J. & Ivanuš Grmek, M., 2008)
  6. 6. Introduction Page <ul><li>Purpose of the study </li></ul><ul><ul><li>To point out the importance of collaboration and team culture for a teacher’s professional development. </li></ul></ul><ul><ul><li>To present the actual situation of in the Slovenia education system by pervading answer to the question of how teachers perceived (cooperative) learning and their own relation on it. </li></ul></ul>
  7. 7. Introduction Page <ul><li>Literature review </li></ul><ul><ul><li>The connection between a teacher’s personal and institutional development : </li></ul></ul><ul><ul><li>The importance of teachers’ meeting and working in small group in witch they plan together, testing learning processes and assess their effectiveness. </li></ul></ul><ul><ul><li>(Hargreaves and Fullan, 2000) </li></ul></ul>
  8. 8. Introduction Page <ul><li>Literature review </li></ul><ul><ul><li>Characteristic of different school cultures : </li></ul></ul><ul><ul><li>(Hargreaves and Fullan, 2000; ,Hargreave, 1995) </li></ul></ul>
  9. 9. Research questions Page How do teachers assess the value of group learning activities in contrast to individual of (1) the role of the type of the school (grammar or elementary school) (2) the role of duration of teacher’s professional experience ?
  10. 10. Methodology Page Participants : 542 teachers
  11. 11. Methodology Page Procedures
  12. 12. Methodology Page Data collection methods
  13. 13. Methodology Page Data analysis methods The descriptively expressed scales were weighted by SPSS (version 12) with the following numerical values:
  14. 14. Results Page <ul><li>Group learning is considered more important by elementary school teachers than by grammar school teachers. </li></ul>
  15. 15. Results Page <ul><li>Among groups of teachers with different durations of work experience (seniority), the highest rating for group learning is recorded by novices . </li></ul>
  16. 16. Conclusion Page <ul><li>Group teaching can be achieved by providing systematic support to a teacher during his independent establishment of balance with strategies. </li></ul><ul><li>The collaborative culture can be talked with the same enthusiasm about problems and about successful work in a classroom. </li></ul>
  17. 17. Discussion Page <ul><li>The reasons for the differences between elementary and grammar school teachers </li></ul>
  18. 18. Page Thanks for your listening!