Teaching Groups to Become Teams

McKendall, Marie

doi:10.1080/08832320009599028

Cited by 39 publications

(29 citation statements)

References 7 publications

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“…It is surprising, therefore, that to date little research has been published specifically on groupwork in post secondary teacher education courses. This is despite a substantial literature on how groupwork in university programs in business and other disciplines prepares students for the transition from university groups to work teams (see, for example, Clark, Blancero, Luce, & Marron, 2001;Ettington & Camp, 2002;McKendall, 2000;Mutch, 1998).…”

Section: Teamwork Skillsmentioning

confidence: 88%

“…Using a constructivistbased minimal guidance approach, students in preservice teacher courses have been placed in teams and given groupwork tasks. However, in most instances, the teaching focus has been on the content of the required task and has failed to explicitly teach the process skills necessary to complete the task (McKendall, 2000;Vik, 2001). This gap in teaching has required students to become experiential learners of group work skills.…”

Section: Learning Team Skillsmentioning

confidence: 99%

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Teamwork — teach me, teach me not: A case study of three Australian preservice teachers

Main

2010

Aust. Educ. Res.

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Explicit 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".

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Section: Teamwork Skillsmentioning

confidence: 88%

Section: Learning Team Skillsmentioning

confidence: 99%

Teamwork — teach me, teach me not: A case study of three Australian preservice teachers

Main

2010

Aust. Educ. Res.

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“…We drew on various management education and practice sources to guide the development of the team-building exercise. In particular, questions about the quality of team learning experiences (Thacker & Yost, 2002) and the impact of student performance assessments on team processes (McKendall, 2000) were most compelling. We believe that the online environment offered an opportunity to emphasize team-process skill development (Holmer, 2001).…”

Section: Team-building Exercisementioning

confidence: 99%

Team Building in an Online Organizational Behavior Course

Grzeda

Haq

LeBrasseur

2008

Journal of Education for Business

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of student perceptions, collected at the end of the course, revealed both positive and negative reactions to various aspects of the team-building exercise. Based on these reactions, the authors discuss needed improvements in the assignment. They conclude by considering how their experience with the team-building exercise contributes to ongoing discussions about teamwork in management education and team building for virtual teams.

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“…According to Garside's research (1996), group discussion alone does not necessarily provide greater development of critical-thinking skills than traditional lectures. McKendall (2000) argued that modern business schools stress the importance of work in teams and frequently require that students participate in team projects but often provide little or no specific curricula to help students develop the necessary skills to become effective team members. Vik said it directly: "[F]ew instructors do much more than assign the teams, and effective teamwork requires training in how to work in teams" (2001,112).…”

mentioning

confidence: 99%

Problems Associated With Evaluating Student Performance In Groups

King

Behnke

2005

College Teaching

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Using small groups in student cooperative learning enterprises has become a major trend in American higher education (Cheng and Warren 2000). However, several practical issues involving the assessment of an individual's performance in groups have sometimes created resistance to the method from both students and parents (Kagan 1995). This article evaluates the case for using cooperative group assignments and the problems associated with evaluating the performances of individuals working in groups. Practical suggestions for minimizing some of the potential problems associated with group grading are offered and some philosophic perspectives on this form of grading are advanced.

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Teaching Groups to Become Teams

Cited by 39 publications

References 7 publications

Teamwork — teach me, teach me not: A case study of three Australian preservice teachers

Teamwork — teach me, teach me not: A case study of three Australian preservice teachers

Team Building in an Online Organizational Behavior Course

Problems Associated With Evaluating Student Performance In Groups

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