Building
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Longitudinal Case Study
Two Heads Are Better than One:
Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library
Collaboration
Judi Moreillon: Home | Author | Educator | Advocate Two Heads Are Better than One: Interventions During Participants' Preservice Education Classroom-Library Collaborative Unit Plan Deconstruction All of the study participants' Venn diagrams showed they deduced that when educators collaborate they generate more ideas and creativity and can cover more learning standards or integrate more material. They felt that these learning activities would be more interesting to children because of the variety. Preservice teachers noted that children could receive more one-on-one attention and instruction, and one group pointed out that students wouldn't have to wait as long to have questions answered as they would with just one teacher. One group observed that there was shared responsibility between the adults for guiding and monitoring the children's work. Two out of ten diagrams noted that working toward a common goal was a positive aspect of this model. Three groups felt that the collaborative structure was more time and effort efficient. Only one team specifically noted that children would learn better. Considering
their pre-preservice education surveys in which 100% of the respondents
agreed or strongly agreed that collaboration should result in higher student
achievement, one might expect more groups to cite this benefit. This finding,
however, is consistent with research related to preservice teachers' readiness.
Research has shown that new teachers, and by extrapolation preservice
teachers, tend to focus on their own actions within the classroom rather
than on what the children are learning (Darling-Hammond & Hammerness,
2005, p. 400). Return to Interventions Menu. Last updated: 18 September 2007 |