Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

Abstract

There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance.

Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

“…The pursuit of interdependence between individuals can be understood as a motivational perspective, where each individual is potentially encouraged to decide for themselves, while attaining both self and group responsibility through interaction with other individuals [40]. Thus, cooperative learning is at the core of enhancing interpersonal relations and collaboration in which the individuals participate in group processes on the basis of being empathetic, supportive, non-racist, and fair with others [41]; however, within the structure of cooperative learning, there might exist difficulties in managing relationships [29,42], social laziness [43], and disruptive conflicts [37].…”

Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

“…The experimental group used Google Docs rather than application development to simplify the learning process and thus enhance students' learning outcomes. In particular, due to the human desire for mutual support and cooperation, it is necessary to use cooperative learning to enhance students' ability to work together [36]. Cooperative learning can enhance students' learning performance and promote the development of social and friendship bonds with their peers [37].…”

Fostering Critical Reflection in Primary Education through STEAM Approaches

“…Reflective learning, in environmental and social contexts, results in focusing and optimizing activities to best impact quality teaching [26]. However, despite this, reflective activities have been poorly explored in STEAM education and the positive impact gained by combining arts and science environments in primary school is still to be recognized.…”

“…Schön [37] described the process of reflecting as a dialogue between thinking and doing [38]. Consequently, learning occurs through action [15,38,39] with learners undergoing experiential cycles several times [26]. In STEM classroom environments, knowledge transformation is mainly based on the early stages of Kolb's model where only concrete experiences are described with almost no processes on reflective observation, abstract conceptualization and/or active experimentation being activated.…”