Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning

Goodyear, Victoria A.

doi:10.1080/02701367.2016.1263381

Cited by 67 publications

(63 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this context, teachers are more willing to take risks and ultimately, learn and transform their practice (Oliver et al, 2017). Similarly, in a study that investigated a school-based CPD programme, Goodyear (2016) found that teachers worked together to sustain their learning. Goodyear also explains how her role as a researcher, external to the school context, supported their learning.…”

Section: Teaching Tpsrmentioning

confidence: 98%

Learning to Use Teaching for Personal and Social Responsibility Through Action Research

Gray

Wright

Sievwright

et al. 2019

Journal of Teaching in Physical Education

View full text Add to dashboard Cite

Purpose: The purpose this investigation was to explore the learning experiences of two teachers from different secondary schools in Scotland as they engaged in their respective action research projects to learn to apply teaching personal and social responsibility in physical education. Method: Both teachers worked within a small community of practice and used qualitative methods to gather data to inform their inquiry. The teachers shared their findings with their coauthors and engaged in further, more focused analyses to explore and understand their learning experiences and the learning experiences of their pupils. Results: Both teachers found that their learning in context was much slower and more challenging than first expected. Over time, both teachers learned to set “new” learning objectives, applied “new” teaching strategies, talked more to their pupils, and reflected with others to evaluate their learning. Discussion/Conclusion: When teachers are committed to their own learning and when the subject of their learning aligns with their core values, professional needs, and the needs of their pupils, then pedagogical change is possible.

show abstract

Section: Teaching Tpsrmentioning

confidence: 98%

Learning to Use Teaching for Personal and Social Responsibility Through Action Research

Gray

Wright

Sievwright

et al. 2019

Journal of Teaching in Physical Education

View full text Add to dashboard Cite

show abstract

“…The level of support the teacher was striving to provide was to be substantially reduced (in his mind) if he was to be successful in delivering MBP that was to be more reliant on student leadership and ownership than that of the teacher (Goodyear 2017). The teacher struggled at times to determine the appropriate level of support.…”

Section: Lppmentioning

confidence: 99%

“…In using worksheets copied verbatim, we believe that the teacher addressed the 'how of games teaching' question raised by Mitchell, Oslin, and Griffin (2013, 4) and therefore maintained relatively high fidelity (Hastie and Casey 2014) in his use of the Tactical Games Approach. In his use of CL, he ensured that the key features (Goodyear 2016) (i.e. positive interdependence, promoted face-to-face interaction, individual accountability, interpersonal and small group skills, group processing, small heterogeneous teams, group goals, and teacher-asfacilitator) were present across the units.…”

Section: Models-based Practice Fidelitymentioning

confidence: 99%

Adopting a models-based approach to teaching physical education

Casey

MacPhail

2018

Physical Education and Sport Pedagogy

169

115

View full text Add to dashboard Cite

Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk, D. 2013 Aim: To provide a first empirical insight into using a MBP approach involving several models to teach physical education. At its heart, this paper presents the reader with the realistic and nuanced challenges that arise in striving towards, engaging with, planning for, and enacting a broader, multimodel notion of MBP. Method: While the study itself was broader, we focus primarily on three units (one using Cooperative Learning, one using a Tactical Games/ Cooperative Learning hybrid and a third using Sport Education) taught to boys in two different age groups (i.e. 11-12 and 14-15). Two analytical questions inform and guide our enquiry: (1) What do we learn about MBP implementation through this project that would help other physical education practitioners implement a multimodel MBP approach? and (2) What are the key enablers and constraints of early MBP implementation? Data sources included (a) 21 semi-structured interviews with student groups, (b) teacher post-lesson and post-unit reflective analyses, (c) daily teacher reflective diaries, and (d) teacher unit diaries. Data were analysed comparatively considering the two analytical questions. Results: The data analysis conveys strong themes around the areas of teacher and student prior learning, working toward facilitating a change in practice, sufficient time to consider changes in practice, and changing

show abstract

“…Tableau I. Caractéristiques clés de l'apprentissage coopératif (Goodyear 2017) Cette application permet aux utilisateurs de comparer différentes vidéos.…”

Section: Les Cycles : Apprentissage Coopératif Et Ipadsunclassified

Obstacles et facilitateurs à l’usage des technologies numériques dans le cadre du modèle d’apprentissage coopératif en éducation physique1

Bodsworh¹,

Goodyear²

2019

ejrieps

Self Cite

View full text Add to dashboard Cite

There are a range of digital technologies available for use in education and a number of pedagogical approaches reported to support technology integration and pupil learning in physical education contexts. The use of technology by practitioners at present, however, is far from omnipresent. The purpose of this study was to explore the barriers and facilitators to purposeful technology integration when using the Cooperative Learning model in physical education. Data are presented from an action research project that focused on how a teacher-researcher used iPads within the Cooperative Learning model to support pupil learning. An athletics (track and field) unit was taught to 2 separate classes (36 pupils in total) using the key features of the Cooperative Learning model. The teacher-researcher used action research as a professional learning mechanism to refine her practice through gathering data from focus groups interviews with pupils, teacher-researcher reflections and a colleague's observation. Following the unit, data were analysed through inductive analysis and constant comparison and the authors engaged in a peer examination process. Unfamiliarity with technology and poor group cooperation were identified as initial barriers to pupil learning when integrating technology. If practitioners are to purposefully integrate digital technologies into physical education and ensure technology can help students to learn optimally, practitioners should engage with a reflexive process of learning, such as action research, to refine and develop their practices.

show abstract

Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning

Cited by 67 publications

References 26 publications

Learning to Use Teaching for Personal and Social Responsibility Through Action Research

Learning to Use Teaching for Personal and Social Responsibility Through Action Research

Adopting a models-based approach to teaching physical education

Obstacles et facilitateurs à l’usage des technologies numériques dans le cadre du modèle d’apprentissage coopératif en éducation physique1

Contact Info

Product

Resources

About