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Working collaboratively with teachers to promote effective learning
Author(s) -
ATKINSON CATHY,
REGAN TERESA,
WILLIAMS CHRISTINE
Publication year - 2006
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.2006.00398.x
Subject(s) - mainstream , psychology , metacognition , pedagogy , work (physics) , educational psychology , mathematics education , class (philosophy) , collaborative learning , political science , cognition , computer science , engineering , mechanical engineering , neuroscience , artificial intelligence , law
The work of educational psychologists (EPs) is often focused on those children identified as having special educational needs. This focus may restrict opportunities for EPs to become involved in the wider application of psychology within education. This article explores ways in which EPs can make an effective contribution to the enhancement of learning opportunities for all children by working collaboratively with teachers. As a group of EPs working in the same local education authority (LEA), we undertook a small‐scale action research project with teachers in order to explore ways to promote children's thinking and learning skills. The study involved us working with Year 5 class teachers in three mainstream primary schools over a six‐week period, with the aim of developing materials which helped pupils develop an awareness of their own learning techniques (metacognition) and a positive and confident approach to learning (self‐efficacy). Some of the benefits of and barriers to joint research are considered, as well as implications for future collaborative work between teachers and EPs.