Search results for: Cooperative learning
Page 1/3 30 items
Cooperative learning in teacher education: its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacy
This study examined the effect of Cooperative learning (CL) on content knowledge and teaching self-efficacy of EFL pre-service teachers using a pre-test/post-test quasi-experimental design. The experimental group (N = 35) and the control group (N = 30) were randomly selected from two Cambodian regional teacher training centres. For 16 weeks, the experimental group was exposed to CL while the control group participated in lecture-based learning. Data was collected before and after the experiment through an achievement test and an adapted scale on teaching self-efficacy. The ANCOVA results revealed that the EFL pre-service teachers in the experimental group outperformed their conventionally trained counterparts in terms of grammar and vocabulary achievement and teaching self-efficacy. This study adds to the existing literature, showing that CL significantly contributes to the increase in content knowledge and teaching self-efficacy among EFL pre-service teachers and highlights the need for applying CL in pre-service instruction.
Updated: Apr. 05, 2022
Promoting Collaborative Practice and Reciprocity in Initial Teacher Education: Realising A ‘Dialogic Space’ through Video Capture Analysis
This article explores the potential of video capture to generate a collaborative space for teacher preparation; a space in which traditional hierarchies and boundaries between actors and knowledge are disrupted. Analysis highlights the power of this space to promote reciprocal learning across the partnership.
Updated: Oct. 05, 2016
Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK
The purpose of the study was to assess the author's practices as a teaching tutor and evaluate his students’ learning experiences. This study draws upon the notion of reflective practice as an essential feature of teaching. The author's aim was to show how a critical engagement with his teaching practices and the overall learning experience modified, developed, or strengthened his practices, attitudes, and teaching philosophy during the course of one term. The evidence-based reflective practice conducted during the term had a great impact on the author's teaching. It changed and deepened his understanding of two main relationships. The first is the connection between content/time and depth/breadth; the second is the relationship between learning experiences and beliefs about teaching.
Updated: Jun. 29, 2016
Impact of Structured Group Activities on Pre-service Teachers’ Beliefs about Classroom Motivation: An Exploratory Study
The purpose of this study was to examine the value of providing pre-service teachers with opportunities to examine, justify and challenge their beliefs about classroom motivation in interaction with peers. Results showed participation in this study influenced pre-service teacher beliefs. Specifically, participants’ beliefs about classroom motivation shifted from a sole emphasis on individual cognitions to acknowledging also the importance of educational practices. The major change over time, however, was the consolidation of pre-service teachers’ motivational beliefs.
Updated: Jun. 08, 2016
This article examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants. Particularly, the article examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. The results suggest that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred.
Updated: Nov. 23, 2015
This article explores one workshop, ‘Research Communication in the Multicultural Academy’ (RCMA), as a case study demonstrating how collaborative critique can be implemented. 'Collaborative critique’ is an approach designed to be collaborative in that participants work together to create meaning through discussion and debate stimulated by narrative, case studies and role plays. The authors frame the discussion with four categories: context, construction, collaboration and conversation. The authors acknowledge that collaborative critique can leave some programme participants with a certain amount of confusion. They conclude that confusion, complexity, critique and corroboration, while unsettling and challenging, can be harnessed to work in conjunction with the context, construction, collaboration and conversation that are central to academic development programmes.
Updated: Nov. 02, 2015
This article describes a collaboration between early childhood education (ECE) faculty and teachers of English to speakers of other languages (TESOL) faculty at an urban teacher preparation program in an effort to better understand ECE and TESOL candidates’ beliefs about teaching young ELLs. The findings revealed that teacher candidates recognized the importance of focused attention to language development for young ELLs, as well as how collaboration across disciplines may support future teaching of ELLs.
Updated: Aug. 12, 2015
Collaboration or confrontation? An Investigation into the Role of Prior Experiences in the Completion of Collaborative Group Tasks by Student Teachers
The purpose of this research was to examine students’ views on the value of their own and others’ prior experiences in the performance and completion of the tasks. They were also asked about how prior experiences might affect the dynamic of the groups they worked in and what improvements might make the tasks more effective. The findings revealed that prior experiences, particularly those related to practical skills, were valued by the students as contributory factors to the successful completion of collaborative tasks. Furthermore, some of the students’ prior experiences led them to take a less active role in the tasks, while others led students to appear highly opinionated. The students were in agreement that there was a need for mutual respect and acceptance of others’ ideas in order to make the groups work effectively.
Updated: Jul. 06, 2015
The purpose of this article was to understand the importance of providing teacher candidates with opportunities to critically read and reflect on theory and research. The author designed an assignment, Quadruple Entry Journals. The author explains the pedagogy followed when implementing Quadruple Entry Journals with teacher candidates. Their feedback showed that when theory and research are cooperatively analyzed by teacher candidates, they better understand the connection between theory and practice, thus creating a deep understanding of what to teach and how to teach.
Updated: Apr. 15, 2015
Modelling in Initial Teacher Education (ITE): Reflections on the Engagement of Student Teachers with Cooperative Learning in ITE
The participants were experientially trained in cooperative learning approaches through modelling by their tutor for the Pedagogy and Curriculum module of the course. This study examines whether the participants felt confident implementing cooperative learning and if they thought this helped them deliver the new curriculum in Scotland, Curriculum for Excellence. The findings reveal that the capacity of student teachers to engage with cooperative learning was positive. Furthermore, the engagement of departments with any active learning practices had a positive effect on student teachers’ confidence in delivering cooperative learning in the classroom.
Updated: Jun. 17, 2014