Annotated Bibliography
1. Pellegrino, A. (2010). Pre-service teachers and classroom authority. American Secondary Education, 38(3), 62-78. Retrieved from http://search.proquest.com.wwwproxy0.library.unsw.edu.au/docview/722356586?accountid=12763
In this article Pellegrino examines the classroom practices of 5 preservice secondary school teachers, identifying the challenges faced in establishing their authority to create an effective learning environment. As a framework for his study, Pellegrino gives 3 basic origins of authority: Traditional, Legal/Rational and Charismatic authority. Of the three, he recommends student teachers aim to develop legal/rational authority as it is based on values, rules and procedures and is most conducive to modern views of learning. …show more content…
al review the impact of implementing cooperative learning into the classroom. To conduct their study, the authors gained insight into the perceptions of 10 teachers from Australia who introduced cooperative learning into their classes over two school terms. Having attracted so much attention over the past few decades and with copious amounts of research suggesting it has both academic and social benefits for students, cooperative learning is a topic of great interest to me. In this study the teachers reported a number of benefits to be gained from cooperative learning although difficulties with its implementation were also experienced. This article provided me with important insight into the problems teachers commonly experience when using group work. For example, the tendency for students to socialise rather than focus on the task at hand, the level of preparation required for its effective implementation and managing time effectively. Methods to overcome these problems were also mentioned with the authors identifying a number of factors as being crucial to its success including, group composition, task type and training for both teachers and students alike. With such a large body of research supporting the use cooperative learning the reluctance of teachers embracing it concerns me. Gilles et al. propose that this resistance may be a result of the lack of understanding from teachers, on the effective use of cooperative learning as a pedagogical practice. When implementing cooperative learning there are many factors for teachers to consider. These include, ensuring group work is well prepared and well structured, providing tasks that are challenging and demonstrate a level of complexity and preparing students skills to resolve and manage conflict and monitor group progress. This is significant as research suggests that often little consideration is given to group composition, task complexity or skill preparation, when students are
In this article Pellegrino examines the classroom practices of 5 preservice secondary school teachers, identifying the challenges faced in establishing their authority to create an effective learning environment. As a framework for his study, Pellegrino gives 3 basic origins of authority: Traditional, Legal/Rational and Charismatic authority. Of the three, he recommends student teachers aim to develop legal/rational authority as it is based on values, rules and procedures and is most conducive to modern views of learning. …show more content…
al review the impact of implementing cooperative learning into the classroom. To conduct their study, the authors gained insight into the perceptions of 10 teachers from Australia who introduced cooperative learning into their classes over two school terms. Having attracted so much attention over the past few decades and with copious amounts of research suggesting it has both academic and social benefits for students, cooperative learning is a topic of great interest to me. In this study the teachers reported a number of benefits to be gained from cooperative learning although difficulties with its implementation were also experienced. This article provided me with important insight into the problems teachers commonly experience when using group work. For example, the tendency for students to socialise rather than focus on the task at hand, the level of preparation required for its effective implementation and managing time effectively. Methods to overcome these problems were also mentioned with the authors identifying a number of factors as being crucial to its success including, group composition, task type and training for both teachers and students alike. With such a large body of research supporting the use cooperative learning the reluctance of teachers embracing it concerns me. Gilles et al. propose that this resistance may be a result of the lack of understanding from teachers, on the effective use of cooperative learning as a pedagogical practice. When implementing cooperative learning there are many factors for teachers to consider. These include, ensuring group work is well prepared and well structured, providing tasks that are challenging and demonstrate a level of complexity and preparing students skills to resolve and manage conflict and monitor group progress. This is significant as research suggests that often little consideration is given to group composition, task complexity or skill preparation, when students are