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Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation

Ilse Ruys (UGent) , Hilde Van Keer (UGent) and Antonia Aelterman (UGent)
(2010) EDUCATIONAL STUDIES. 36(5). p.537-553
Author
Organization
Abstract
In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self-efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers' self-efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice.
Keywords
INSTRUCTIONAL INNOVATION, DEVELOPMENT PROGRAM, ATTITUDES, STUDENTS, collaborative learning, pre-service teacher education, conceptions, self-efficacy, teaching behaviour

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MLA
Ruys, Ilse, Hilde Van Keer, and Antonia Aelterman. “Collaborative Learning in Pre-service Teacher Education: An Exploratory Study on Related Conceptions, Self-efficacy and Implementation.” EDUCATIONAL STUDIES 36.5 (2010): 537–553. Print.
APA
Ruys, I., Van Keer, H., & Aelterman, A. (2010). Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation. EDUCATIONAL STUDIES, 36(5), 537–553.
Chicago author-date
Ruys, Ilse, Hilde Van Keer, and Antonia Aelterman. 2010. “Collaborative Learning in Pre-service Teacher Education: An Exploratory Study on Related Conceptions, Self-efficacy and Implementation.” Educational Studies 36 (5): 537–553.
Chicago author-date (all authors)
Ruys, Ilse, Hilde Van Keer, and Antonia Aelterman. 2010. “Collaborative Learning in Pre-service Teacher Education: An Exploratory Study on Related Conceptions, Self-efficacy and Implementation.” Educational Studies 36 (5): 537–553.
Vancouver
1.
Ruys I, Van Keer H, Aelterman A. Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation. EDUCATIONAL STUDIES. 2010;36(5):537–53.
IEEE
[1]
I. Ruys, H. Van Keer, and A. Aelterman, “Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation,” EDUCATIONAL STUDIES, vol. 36, no. 5, pp. 537–553, 2010.
@article{947685,
  abstract     = {In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self-efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers' self-efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice.},
  author       = {Ruys, Ilse and Van Keer, Hilde and Aelterman, Antonia},
  issn         = {0305-5698},
  journal      = {EDUCATIONAL STUDIES},
  keywords     = {INSTRUCTIONAL INNOVATION,DEVELOPMENT PROGRAM,ATTITUDES,STUDENTS,collaborative learning,pre-service teacher education,conceptions,self-efficacy,teaching behaviour},
  language     = {eng},
  number       = {5},
  pages        = {537--553},
  title        = {Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation},
  url          = {http://dx.doi.org/10.1080/03055691003729021},
  volume       = {36},
  year         = {2010},
}

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