The bumpy road to implementing cooperative learning: Towards sustained practice through collaborative action
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/2674020Utgivelsesdato
2020Metadata
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- Institutt for lærerutdanning [3757]
- Publikasjoner fra CRIStin - NTNU [38484]
Originalversjon
https://doi.org/10.1080/2331186X.2020.1780056Sammendrag
Cooperative learning (CL) is a pedagogical model that is widely recognised to enhance students’ academic and social learning. However, teachers
experience difficulties implementing the method, which leads to CL being underutilised in schools. This paper presents experiences from an exploratory research
and development project in which teachers implemented CL through a contextdriven professional development programme. The study explores the complexity of
implementing CL by examining three critical stages in the professional development
programme: a workshop, follow-up activities and proactive action research. Findings
suggest that collaborative action research in teacher teams became a catalyst for
teachers’ learning and their implementation of CL.