Using practitioner research to investigate the role of the teacher in encouraging student interaction within group work.
This paper promotes the use of self-reflective enquiry through practitioner research to address the research question How can I encourage more equal participation of students in group discussions? The research is located in two consecutive continuing professional development modules for nurses caring for older people. The development of the research question is tracked through student evaluation of the modules. Background theory is presented in relation to both student interaction and the teacher's role in group learning and the method of enquiry, practitioner research. Two action cycles are undertaken and described in which a critical friend is asked to record student interaction with the use of a sociogram. The findings identify that controlling group membership can lead to a greater perceived ability to participate in group discussions. Techniques to encourage student-student interaction are identified and it is suggested that positive benefits of learning result. The lessons learnt and areas for further research are considered.
Roberts
Sally
S
St Bartholomew School of Nursing and Midwifery, City University, Alexandra Building, Philpot Street, London E1 2EA, United Kingdom. S.Roberts-1@city.ac.uk
D004509:Education, Nursing, Continuing; D005851:Geriatric Nursing / Q000193:education; D006126:Group Processes; D006302:Health Services Research; D006801:Humans; D007398:Interpersonal Relations; D012963:Sociometric Techniques; D013663:Teaching / Q000379:methods*; D006113:United Kingdom