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dc.contributor.authorLiebech-Lien, Beathe
dc.contributor.authorSjølie, Ela
dc.date.accessioned2021-01-26T08:44:48Z
dc.date.available2021-01-26T08:44:48Z
dc.date.created2020-11-03T12:44:59Z
dc.date.issued2020
dc.identifier.issn0013-1881
dc.identifier.urihttps://hdl.handle.net/11250/2724683
dc.description.abstractBackground The ability to collaborate is a central competence that students need to be taught in school, in order to prepare them for the social and work realities that they will face in the 21st century. Research shows that students often study in educational settings that do not promote collaboration with peers. Based on a renewed focus on the ability to collaborate as an educational outcome in itself, this paper explores how teachers think about and use student collaboration in the classroom. Purpose This study, conducted in Norway, aimed to better understand teachers’ pedagogical reasons for using collaboration. Such insight can offer valuable knowledge about how collaboration is understood and might influence classroom practice. Methods A small scale, detailed qualitative study was undertaken. The participants comprised a teacher team of four lower secondary school teachers, and data were collected through individual, semi-structured interviews. Data were analysed in depth, using content analysis methods. Findings Five main themes were identified that illuminated the teachers’ conceptions of collaboration: (1) collaborative activities as a valued ingredient in teaching, (2) collaboration as organising, (3) collaboration as a tool, (4) collaboration as demanding and (5) collaboration skills ‘taken for granted’. The findings indicated that collaboration was regarded as a valued ingredient in teaching practice, despite sometimes being challenging to use. Further, it appeared that that the dual potential that lies in using collaborative activities – i.e. as a way to work with, and develop, the ability to collaborate – can be overshadowed by an academic focus. Interestingly, learning how to collaborate was rarely regarded as being an educational outcome in itself. Conclusion This paper highlights the need to accentuate the social pedagogy of collaborative activities, in order to prepare students for the social and work realities that lie before them. Opportunities for teachers to develop their understanding of student collaboration and learn about how best to structure teaching and learning to capture the dual potential that lies within should be embedded in teacher education and on-going professional learning.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.titleTeachers’ conceptions and uses of student collaboration in the classroomen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.source.journalEducational Researchen_US
dc.identifier.doi10.1080/00131881.2020.1839354
dc.identifier.cristin1844489
dc.description.localcodeLocked until 3.5.2022 due to copyright restrictions. This is an [Accepted Manuscript] of an article published by Taylor & Francis, available at https://doi.org/10.1080/00131881.2020.1839354en_US
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2


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