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Bulletin of Practical Psychology of Education
2022. Vol. 19, no. 2, 47–55
https://doi.org/10.17759/bppe.2022190205
ISSN: 2658-3100 (online)

The Use of the “World Café” Technology by a Teacher-Psychologist in Order to Study Joint Activities and Group Behavior

 
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Abstract

The large number of psychological studies on the problem of joint activity have been carried out a in our country over the past 40 years made a certain contribution to the formation of the corresponding concept, which has become one of the most common in the psychology of groups and collectives, especially labor collectives. This problem was formulated differently not only in different periods of its development, but also by different researchers. Despite some differences in the formulations of the problem, as well as changes as a result of its natural development, the problem of joint activity is still it remains in the focus of attention of researchers. Recently, specialists have distinguished a special type of joint activity — jointly creative. This type of organization of collective activity originated in the fields of science and art. The laws of creativity require taking into account everyone, even the most “crazy” vision, because in the cauldron of general discussion, a discovery can appear from the most absurd idea. This type is characterized by a special activity of each of the participants in the interaction process, namely: activity in terms of improving their own professional competence through participation in collective activities. The World Cafe as a way of group discussion in a relaxed and relaxed atmosphere may be successfully implemented in the practice of a teacher-psychologist.

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Keywords: collaboration, group, teamwork, critical thinking, creativity, communication

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

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OpenAlex trends: Psychology of Development and Education, Scientific Research and Philosophical Inquiry, Educational Methods and Teacher Development

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Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Scientific Research and Philosophical Inquiry

This cluster of papers covers a wide range of topics related to information science and technology development, including the impact of digital technology, foresight methods, knowledge management, big data, innovation, media, ontology, and semantic search. The papers explore the intersection of information science with various fields such as economics, education, neuroscience, sociology, and environmental studies.

Number of works: 44007  |  Total number of citations: 112893

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

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Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2022190205

Received 10.07.2022

Accepted

Published

For citation: Matveeva, A.V. (2022). The Use of the “World Café” Technology by a Teacher-Psychologist in Order to Study Joint Activities and Group Behavior. Bulletin of Practical Psychology of Education, 19(2), 47–55. (In Russ.). https://doi.org/10.17759/bppe.2022190205

© Matveeva A.V., 2022

License: CC BY-NC 4.0

References

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Information About the Authors

Anna V. Matveeva, Teacher-Psychologist, Gymnasium No. 4, Kursk, Russian Federation, ORCID: https://orcid.org/0000-0003-4315-992X, e-mail: anyuta.androsova@yandex.ru

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