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dc.contributor.authorMain, Katherineen_US
dc.date.accessioned2017-04-24T10:00:33Z
dc.date.available2017-04-24T10:00:33Z
dc.date.issued2010en_US
dc.date.modified2011-07-01T06:57:48Z
dc.identifier.issn03116999en_US
dc.identifier.doi10.1007/BF03216931en_AU
dc.identifier.urihttp://hdl.handle.net/10072/39061
dc.description.abstractExplicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study were primed to the skills that have been identified as necessary for successful team practices. The students then participated in a semistructured interview about their groupwork experiences at university. Results from this study of preservice teacher education students reflected findings from studies of students' groupwork experiences in other disciplines (i.e., business). Students reported opportunities to practise teamwork. However, they were not explicitly taught "how" to work effectively together. It was also found that the assessment focus was entirely on the final "product" and not on the group "process".en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom77en_US
dc.relation.ispartofpageto93en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalThe Australian Educational Researcheren_US
dc.relation.ispartofvolume37en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchTeacher Education and Professional Development of Educatorsen_US
dc.subject.fieldofresearchcode130313en_US
dc.titleTeamwork - Teach Me, Teach Me Not: A Case Study of Three Australian Preservice Teachersen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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    Contains articles published by Griffith authors in scholarly journals.

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