Enhancing expectations of cooperative learning use through initial teacher training
Duran Gisbert, David 1963- (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Corcelles Seuba, Mariona (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Flores Coll, Marta (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)

Data:	2017
Descripció:	23 pàg.
Resum:	Despite its relevance and evidence support, Cooperative Learning (CL) is a challenge for all educational systems due to the difficulties in its implementation. The objective of this study is to identify the effect of Primary Education initial teacher training in the prediction of future CL use. Two groups of 44 and 45 students were conceptually trained, with the latter also having the opportunity to experience CL in the university classroom. Opting for mixed methods research, this study tries to identify changes in a pre- and post-test Cooperative Learning Implementation Questionnaire and to explain possible changes through 4 focus groups. Quantitative results show differences in expectations of CL success and index of CL use for the group that had the CL experience. Qualitative data revealed that improvements can be explained by the increase in students' awareness of the learning opportunities that CL offered them, giving and receiving scaffolding help, preparing activities and enhancing motivation.
Nota:	Altres ajuts: This work was supported by the Catalan Department of Finance and Knowledge under Grant ARMIF 00011
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Expectations ; Cooperative Learning ; Initial teacher training ; Peer learning ; Peer tutoring
Publicat a:	International Journal of Educational Psychology, Vol. 6 Núm. 3 (Oct. 2017) , p. 278-300, ISSN 2014-3591

DOI: 10.17583/ijep.2017.2504

24 p, 362.9 KB

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