Cooperative learning and team culture in schools: Conditions for teachers’ professional development (original) (raw)
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Group work is one of the teaching strategies used by teachers who attempt to make their teaching more effective. Collaborative work is an important aspect of group work. Even though group work is used by some teachers in their classrooms, there is a considerable variation in the extent and nature of such work. Therefore, it is necessary to examine group and collaborative work, to indicate their importance and the variable use of these techniques. In this study, firstly, collaborative work has been defined and then its importance, purposes, benefits for both students and teachers, and some problems that teachers confront in their classrooms have been discussed. Secondly, the variation between the teachers who are using group work, collaborative work, individual or whole class work have been explored and different kinds of group work have been described. Then, some research evidences on group work have been referenced and the consistency of results has been discussed. Finally, some recommendations for teachers in using group work and collaborative work have been made.
Cooperative learning and teacher education
Teaching and teacher …, 2002
In this study, the implementation effects of a course on cooperative learning for student teachers are described. The course was conducted at two different teacher education colleges in The Netherlands. Based on pre-and post-course observations, a significant treatment effect was found for four of the five basic elements regarded as essential for a lesson activity to be cooperative: positive interdependence, face-to-face interaction, social skills and group processing. In addition, the course had a positive effect on the engagement rates of the pupils of student teachers in the treatment condition. The majority of the student teachers subscribed to cooperative learning to achieve both academic and social goals and also showed a readiness to use cooperative learning methods in their future lessons. The pupils taught by the treatment student teachers also showed positive attitudes towards working in groups and rated the benefits of working in groups relative to working alone quite positively. r
Perspectives of Primary School Teachers Regarding Effectiveness of Cooperative Learning A Descriptive Study, 2014
This paper attempts to analyze the perceptions and practices of primary school teachers regarding the e effectiveness of cooperative learning (CL) method and to identify the challenges that are encountered while implementing CL in schools. Sample was constituted by 65 teachers from a private sector school system with the help of strati ed sampling technique. Questionnaire was used to collect data. Descriptive statistics was used to analyze the data. Data analysis reveals that lecture method is highly used teaching method at primary level whereas teachers use other teaching methods as well, such as lecture demonstration (LD), CL, project based learning (PBL) and inquiry based instructions. Findings of the study indicate that teachers have positive perceptions about the use of CL approach in terms of academic achievement, better understanding about subject matter and improvement in interpersonal skills. Whereas, teachers showed their concerns with reference to classroom size, non-availability of learning resources, lengthy syllabus and lack of support from school administration. The study recommends the implementation of CL by providing administrative support and conducive learning environment as well as engaging teachers in continuous professional development programs to equip them with interactive teaching methods. Keywords: Cooperation, Interaction, Academic Achievement, Social Skills.
The Cooperative Learning Method in Teacher Training
International Journal of Educational Reform, 2007
The modern education system aims at promoting the life quality of individuals, and it requires a philosophical perception and curriculum development approach in line with this aim. In this context, the basic philosophy is to teach people how to learn, have democratic attitudes, convene for teamwork, be able to use information, and think in a critical way. To achieve this goal, education programs should be developed on the basis of student-centered approaches. These programs require appropriate educational methods and techniques. The cooperative learning method is one of these methods. In this research, the cooperative learning method was implemented within the teacher education system and compared with the traditional method. The research gives an opportunity for the implementation of the method in teacher training, and it helps teacher candidates to learn how to implement this method. Problem Instruction methods preferred and implemented by teachers in education processes are of paramount importance in terms of learning quality. The main feature of contemporary instruction methods is that they include studentcentered practices. As for contemporary educational practices, the primary target of education is not to have the individual memorize the knowledge but to contribute to individual's intellectual growth. In other words, it is to teach them how to learn (Özden, 1997). Schools should initiate presenting to individuals the ways of solving problems and obtaining knowledge; they should teach them to be respectful to each other and to each other's thoughts; and they should instill in them an empathic perception and decision-making ability (Turnbaugh, 2000). There are inadequacies of the Turkish educational system in terms of teaching, content, and methods (Özden, 1997). The educational institutions in Turkey fail to provide students with the main qualities-namely, scientific 54
An Analytical Study on Views of Teacher Candidates About Cooperative Learning Approach
The Journal of International Social Research, 2017
Cooperative learning is an active learning approach, model or method based on students' working in groups towards academic and cooperative goals, enhancing self-confidence, improving communication skills and providing active participation in class. The aim of this research is to try to determine the ideas of prospective teachers about cooperative learning approach considering some demographic variables. Participants were 382 prospective students studying at Akdeniz University Faculty of Education in 2016-2017 academic year. The validity and reliability analysis of the Cooperative Learning Scale consisted of 22 items were made and internal reliability coefficient Cronbach's Alpha was calculated as 0.87. It was found that cooperative learning would raise students' academic achievement, improve communication skills and feelings of cooperation, and socialize the students at the desired level, but the students will not be able to develop their leadership skills to the desired level.
The Scope of Cooperative Work in the Classroom from the Viewpoint of Primary School Teachers.
Introduction. Different international organisms, including UNESCO, insist on the importance of collaborative teamwork to face today's challenges. This skill should be fostered from the early stages of education, and consequently, it is particularly important that Primary School teacher training institutions draw up proposals and implement new practices which include this type of work. This paper attempts to describe how a group of Primary School teachers perceive cooperative learning based on their interview responses.
Education Research International
Contemporary educational theory and practice promote the development of subject-specific and generic competences. Cooperative learning is a generic competence whose development is recommended in all subject lessons/activities. The development of fundamental individual values that rely not only on individual achievements but also on empathy and helping others, the ability to listen, mentor, and assist is integral to primary education. Such education is supported by positive inclusion in the process and good-willed communication within the group to achieve a common result. It is through achieving common goals and witnessing the variety of activity approaches that certain activities become a success. The study aimed to include all students in the development process on the basis of cooperative learning and improve each and every student’s individual learning of language performance in all subjects. The study is based on 186 first-to-fourth-year students from one major city school, repr...
Proceedings of the Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January 2018, Aceh, Indonesia, 2019
The purpose of this research is to figure out the perspectives of Japanese language teachers and the implementation of cooperative learning conducted in the classroom at five Private Senior High Schools in Makassar. The research found that the teachers haven't clearly understood the perspectives and implications of cooperative learning as thosearenot commonly used at their schools. The teachers, which are considered as the participants in this research, tend to usegroup discussionsin traditional perspectives which highly focuson the grammatical patterns,while the cooperative learning is consideredas one scientific approach in the 2013 curriculum. Group discussion activities with authentic and attractive topicsmay encourage the students' motivation as reflected from the 2013 curriculum to the recently implemented learning activities in their teachings. In the other words, the implementation of group discussionsin the classroom is still conventional in which the teachers still become the centers of attention in learning the grammatical patterns. The teachers have not completely understood the roles, procedures andstrategiesused in the effective group discussionsof modern perspectives to reach the goals regarding to theimplementation of cooperativelearning.