DescriptionThis study presents design principles for student facilitation in teacher learning groups (TLGs), based on a systematic literature review searching for characteristics, conditions and effects of students working in TLGs. Notions of team learning, network learning, community learning, and collective learning within teacher education were taken as the main components of the search. The review turned out to be very lean in terms of input; only 17 articles did justice to this theme. The exercise resulted in five main characteristics of TLGs (i.e. shared vision and goals; a project-based approach; shared responsibility and ownership; diversity and equality; supportive structures, resources and roles) and associated conditional factors that we further elaborated towards design principles. The resulting design principles can be seen as a starting point for the supervision of students in TLGs. However, the limited number of search results shows that more research into student learning in TLGs is urgently needed. Furthermore, the design principles out of the review are formulated in very general terms. In follow-up research, we will monitor four institutes for primary teacher training that enable student learning in TLGs with various social configurations. This study is expected to concretize the design principles for student learning in TLGs.
|Period||19 May 2020|
|Event title||Networked Learning Conference 2020: Twelfth International Conference on Networked Learning|
|Degree of Recognition||International|