Collaborative Learning: How Teachers Use Thinking in Educational Practice

Abstract

This article presents the results of comparative analysis research devoted to the empirical study`s organization peculiarities of the collaborative teachers` thinking activity in the educational process. The research is based on the understanding of the collaborative teachers` thinking activity, which represents a combination of different functions: generation, selection, sense transfer and implementation. The author's scheme was used for the research purpose to monitor the interaction between teachers and students. The scheme of observation included several blocks illustrating the peculiarities of the collaborative thinking activity functions` realization. The research involved 108 teachers, who work at different schools of Rostov-on-Don. The article represents the peculiarities of teacher`s collaborative thinking activity. It is illustrated that there are significant differences in the way of scheme`s blocks presentation. It is marked that the most prominent is the organization of interaction and sense transfer block. Sense transfer is considered as one of the main psychological mechanisms included in the educational activity, the essence is the exchange of senses and the formation of common senses in the educational process. Keywords-collaborative learning, collaborative thinking activity, initiative, organization of interaction cooperation, sense transfer, senses, assessing, practical