Collective learning in primary schools and teacher education institutes. learning in primary schools and teacher education institutes.

Castelijns, Jos ;Vermeulen, Marjan; Kools, Quinta

Abstract: Many innovations in education are not completed, even if they are well thought out in advance. One of the main causes is the organization's lack of learning ability, combined with a shortage of teachers' and students' ownership with respect to the renewal of ideas and design. In communities of learners, teachers and students collaborate and learn together in order to shape innovations in their daily practice. Their ability to learn collectively is a key factor in developing a learning organization. So far, insights into how processes of collective learning can be designed effectively, and which critical factors play a role, have been based on limited empirical research. This article's goal is to contribute to the development of these insights, using the results of a study based on 48 cases of collective learning in communities of learners in primary schools and teacher education institutes. The results suggest that although collective learning rarely takes place in most cases, many outcomes are created that affect all community members. This leads to the conclusion that some participants create outcomes, not only on behalf of themselves but also on behalf of others

Key words: Collaborative inquiry; Collective learning; Communities of learners; Knowledge creation; Professional learning communities

总结：许多创新教育不能完成,即使他们是事先深思熟虑。其中一个主要原因是组织缺乏学习能力,加上缺少老师和学生所有权观念的更新和设计。社区的学习者、教师和学生一起合作和学习以在日常生活中实践创新。他们的集体学习能力，发展学习型组织是一个关键因素。到目前为止,见解如何有效地设计,集体学习的过程和关键因素发挥作用,基于有限的实证研究。本文的目的是对这些观点的发展,使用基于48例社区集体学习的学习者在小学和教师教育机构研究的结果。结果表明,尽管集体学习很少发生在大多数情况下,许多影响所有社区成员的创建成果。这导致的结论是,一些参与者创建成果,不仅代表自己,还代表别人

来源:Journal of Educational Change. Aug2013, Vol. 14 Issue 3, p373-402. 30p. 2 Diagrams, 6 Charts.