Teacher teams – A support or a barrier to practising cooperative learning?
Peer reviewed, Journal article
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Date
2021Metadata
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Original version
Teaching and Teacher Education : An International Journal of Research and Studies. 2021, 106 . https://doi.org/10.1016/j.tate.2021.103453Abstract
The pedagogical model cooperative learning (CL) has generated extensive research documenting its benefits for students' learning. Nevertheless, studies indicate that teachers face challenges practising the method. This paper presents a narrative of one teacher's experience with CL from a longitudinal perspective. It shows that the teacher's participation in a professional development programme with a teacher team supported his use of CL. The team cultivated a community of practice. However, changing team after training negatively affected his use of CL. The study reveals the potential of a teacher team for practising CL and illuminates certain challenges faced when implementing the method.