The Impact of Combining Communicative Traits of Writing with Cooperative Learning on Trainee Teachers’ Pedagogical Knowledge and Attitudes

Hussien, Abdelaziz M.

doi:10.29333/iji.2020.13152a

Cited by 3 publications

(4 citation statements)

References 27 publications

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“…Despite this, improvements in academic performance are often referred to as one of the greatest advantages or benefits of implementing cooperative learning [18,19]. As a result, there are multiple scientific reviews aimed at pre-service teachers in relation to their improved academic performance [11,[38][39][40]. It is certain that data extracted from our study showed the opposite line: A decrease in perceptions, thus affecting this variable negatively.…”

Section: Discussionmentioning

confidence: 85%

“…Cooperative learning has been identified as one of the most promising methodologies, considering all types of teaching methods associated with fostering student growth. Consequently, in the last few years, extensive scientific reviews have been focused on pre-service teachers in relation to their improved academic performance [11,[38][39][40]; their motivation [41,42]; and their perceptions in group work [43][44][45].…”

Section: Related Workmentioning

confidence: 99%

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

2020

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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.

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Section: Discussionmentioning

confidence: 85%

Section: Related Workmentioning

confidence: 99%

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

2020

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“…Previous studies have documented the advantages of CL [3,24,[36][37][38], but few studies have specifically studied the advantages and challenges of CL from the university instructors' perceptions. However, given the benefits widely attributed to CL when it is implemented in school settings [39][40][41], investigating its potential benefits in university settings seems warranted. Furthermore, while almost all research supports the benefits of CL in western education, little research appears to have been conducted in other countries with different social, religious, education, and cultural systems [42].…”

Section: Introductionmentioning

confidence: 99%

Advantages and Challenges of Cooperative Learning in Two Different Cultures

Keramati

Gillies

2021

Education Sciences

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Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors’ perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we used an interpretative-qualitative approach to investigate the advantages and challenges of embedding CL in instructors’ teaching in Iran and Australia. Data were collected through interviews and observations and thematic analysis method was used to analyse the data. Results showed that despite challenges such as the lack of familiarity with CL and how it can be implemented in university curricula, issues associated with assessment, and time constraints, CL created an interactive, pleasant, and safe environment for deep learning in both countries. The findings showed that there were challenges in Iran such as a tendency to use traditional approaches to teaching, insufficient understanding of how to establish teamwork, and a lack of up-to-date teaching resources. In Australia, changing courses, working with external students, catering for individual differences, and building positive relationships were some of the challenges of implementing CL. We believe that these challenges can be overcome if university instructors are prepared to address them.

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“…Previous studies have documented the advantages of CL [35,36,23,3,37], but few studies have specifically studied the advantages and challenges of CL from the university instructors' perceptions. However, given the benefits widely attributed to CL when it is implemented in school settings [38,39,40], investigating its potential benefits in university settings seems warranted. Furthermore, while almost all research supports the benefits of CL in western education, little research appears to have been conducted in other countries with different social, religious, education, and cultural systems [41].…”

Section: Introductionmentioning

confidence: 99%

Advantages and Challenges of Cooperative Learning in Two Different Cultures

Keramati¹,

Gillies²

2021

Preprint

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Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors’ perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we investigated the ad-vantages and challenges of embedding CL into instructors’ teaching in Iran and Australia. Data were collected through interview and observation. Results showed that despite challenges such as the lack of familiarity of CL and how it can be implemented in university curricula, issues associated with assessment, and time constraints, CL created an interactive, pleasant and safe environment for deep learning in both countries. The findings showed that there were challenges in Iran such as a tendency to use traditional approaches to teaching, insufficient understanding of how to establish teamwork, and a lack of up-to-date teaching resources. In Australia, changing courses, working with external students, catering for individual differences, and building positive relationships were some of the challenges of implementing CL. We believe that these challenges can be overcome if university instructors are prepared to address them.

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The Impact of Combining Communicative Traits of Writing with Cooperative Learning on Trainee Teachers’ Pedagogical Knowledge and Attitudes

Cited by 3 publications

References 27 publications

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

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

Advantages and Challenges of Cooperative Learning in Two Different Cultures

Advantages and Challenges of Cooperative Learning in Two Different Cultures

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