Intervening or Ignoring: Learning about teaching in new times
Source: Asia-Pacific Journal of Teacher Education, Volume 35, Issue 4 November 2007, pages 387 - 407
In response to the rise of collaborative learning within education, two teacher educators redesigned their courses to explore the complexities of pedagogy within a New Learning framework.
Multi-age grouping provided opportunities for pre-service teachers to work with others from different year levels on an interdisciplinary assessment task. As a result of this approach to teaching and learning, pre-service teachers were challenged and resistance arose.
These acts of student resistance provided opportunities for examining the dynamics and complexity of collaborative learning and the implications this has for teachers in new times. In particular, it explores the tension around intervening and ignoring students' resistances created by engaging in new learning pedagogy.