ABSTRACT

This study presents design principles for student facilitation in teacher learning groups (TLGs), based on a systematic literature review searching for characteristics, conditions, and outcomes 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. We combined these characteristics and conditional factors to formulate design principles, which can serve as a starting point for the supervision of students in TLGs. The limited number of search results shows that more research into student learning in TLGs is needed. Furthermore, the design principles yielded by the review are formulated in very general terms. In follow-up research, we will monitor four institutes for primary teacher education that enable student learning in TLGs with various social configurations. This study is expected to further concretise the design principles for student learning in TLGs.

摘要

本研究基于对在 TLG 中工作的学生的特征、条件和成果的系统文献综述，提出了教师学习小组 (TLG) 中学生促进的设计原则。教师教育中的团队学习、网络学习、社区学习和集体学习的概念被视为搜索的主要组成部分。结果证明，审查在投入方面非常精简；只有 17 篇文章符合这个主题。演练产生了 TLG 的五个主要特征（即共同愿景和目标；基于项目的方法；共同责任和所有权；多样性和平等；支持结构、资源和作用）和相关的条件因素。我们结合这些特点和条件因素来制定设计原则，这可以作为在 TLG 中监督学生的起点。有限数量的搜索结果表明需要对 TLG 中的学生学习进行更多研究。此外，审查产生的设计原则是用非常笼统的术语表述的。在后续研究中，我们将监测四所小学教师教育机构，这些机构使学生能够在具有各种社会结构的 TLG 中学习。本研究有望进一步具体化 TLG 中学生学习的设计原则。我们将监测四所小学教师教育机构，这些机构使学生能够在具有各种社会结构的 TLG 中学习。本研究有望进一步具体化 TLG 中学生学习的设计原则。我们将监测四所小学教师教育机构，这些机构使学生能够在具有各种社会结构的 TLG 中学习。本研究有望进一步具体化 TLG 中学生学习的设计原则。