Collaborative groups as professional development
By S. McCotter. 2001
105 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/632e5ec9a3df04db06bb38acc5615a591b5dbe2d
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In Education
Citations in the corpus
- How do teachers learn in the workplace? An examination of teacher learning activities (2009, background): “From research on teacher professional development it is known that teachers learn from – among other things – experience (Jarvis 1987), deliberate practice (Dunn and Shriner 1999) and collaboration with colleagues (Borko et al. 1997; Grossman, Wineburg and Woolworth 2001; Schwarz McCotter 2001; Litt”
- Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy (2009, background): “Focusing on the aforementioned limitations, many studies have been conducted to address how to utilize ‘‘communities of teaching practices’’ and to learn how teacher interactions can be improved through designed interactive mechanisms or technological interventions (Carroll et al., 2003; Gibson, Nea”
- Team Learning: Collective Reflection Processes in Teacher Teams. (2013, background): “The outcomes of team learning processes are described in terms of new patterns of action, shared understanding, increased knowledge and professional growth (Leithwood et al., 1997; McCotter, 2001; Plauborg, 2009).”
- A closer look at teachers’ individual learning in collaborative settings (2007, background): “Instead, there has been a strong focus in the literature on what teachers learn from collaboration and on the conditions under which collaboration is most effective for the professional development of teachers (see Borko et al , 1997 ; Little, 1999 ; Schwarz McCotter, 2001 ).”