Conceptualising teacher practice and pupil group learning through developmental stages and integration factors

Eisuke Saito, Matthew Atencio

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)


This article proposes four key developmental stages and various underpinning factors pertaining to the practices of setting up and supporting group learning in the classroom setting. The discussion is mostly explained conceptually, with some compelling examples from the field. The authors subsequently advise that three elements of integration - namely, reciprocity, redistribution and exchange - are also critical to the viability of group learning. The authors aver that teachers require extensive support and guidance in order to facilitate group learning appropriately. Frequent mutual peer observations and reflection can be used to improve practices and generate investment in this approach across the entire school culture.
Original languageEnglish
Pages (from-to)558-571
Number of pages14
JournalPolicy Futures in Education
Issue number4
Publication statusPublished - Apr 2014
Externally publishedYes

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