Facilitating social learning in teacher education: a case study

Figures & data

Table

Dimension	Indicator	Example interview questions	Observation criteria	Student facilitation guidelines
Practice	Integrated or non-integrated activities	In what way are the experiences in practice communicated within the group?	Agreements about testing group products in classroom practice	Presentation of assignments during group meetings
			Communication about experiences with group products	Completion of a working plan before the start of the group meetings
	Temporarily or permanent activities	In what way are the group activities connected?	Description of short and long term goals	Raising awareness of the importance of social learning for development of social competencies.
			Clarification of the relationship between group goals and activities
Domain and value creation	Sharing or broadening/deepening knowledge and skills	In what way is improvement of the group products visible after the group activities?	Discussion about the group products
			Feedback opportunities
			Adjustments of the group products after discussion or feedback
			Time investment of all members
	Individual or collective value creation	In what way reflects the agenda of the meetings the group’s goals?	Shared agenda at the start
			Shared agenda during the course of the social learning cycle
Collective identity	Shared or unshared identity	Which feelings characterize the members’ belongingness to the group?	Group activities to enhance the shared identity
			Feeling of belonging to the group
			Contact between the group members outside group meetings
	Strong or weak ties	Which group members are closely connected?	Frequent interaction between the group members
			Proximal relationships between the group members
			Reciprocal relationships between the group members
			Outward focus of the group members
	Task executors or knowledge workers	In what way results the group’s discussion into future ideas?	Long term learning attitude
			Voluntary participation
Organization	Directed or self-organized activities	In what way are the group activities organized?	Dispersed leadership	Modelling of metacognitive skills
			Divided roles
	Local or global activities	What issues are discussed in the group?	Inward focus towards local activities
			Orientation towards external knowledge sharing
	Hierarchic or equal relationships	In what way are the relationships between the group members characterized?	Sense of equality between the group members	Provide a method of enhancing objectivity when students are guided and judged by the same person
			Group activities to enhance equality
	Shared or non-shared interactional norms	In what way is agreement achieved about the procedure to develop upon the group’s goals?	Communication about the procedure to achieve shared goals
			Feeling of safety to interact within the group
			Openness to different perceptions within the group