Challenges of implementation of cooperative learning in initial teacher education

Abstract

This paper discusses the concept of cooperative learning and the role of education of future teachers in the development of their competencies for their implementation in teaching. The aim of this paper is to research the content of relevant literature and to determine whether previous research has sufficiently included an analysis of the competence of teachers and students of teacher education and the role of educational programs in training them to successfully apply ccooperative learning. It was found that, due to the lack of appropriate competencies of teachers for the implementation of this teaching strategy, its application is often neglected. Therefore the development of adequate knowledge, skills and positive beliefs of future teachers about cooperative learning can be considered priorities of their formal education. It was found that so far only a few studies have been conducted on the actual competencies of future teachers for the successful implementation of this teaching strategy, and there is a lack of research on whether teacher education programs adequately support their development. Therefore, this paper concludes on the need to undertake research that will provide a more concrete insight into the current situation and encourage quality and more frequent application of cooperative learning in teaching practice.

12. “Argh, even my kid is digitalised!” Commercial apps’ effect on parent– teacher communication

“…Empowering teachers' facilitation skills through a specific set of capabilities pointed out in the study's findings may support teachers in practising these FtFPI approaches, which are likely to improve the quality of pupils' FtFPI promotion. Thus, three-phase FtFPI should be trained in teacher education and schoolteachers' in-service programmes (Letina & Vasilj, 2021). This exploratory and interpretive study is limited by the short time span of the data collection and the sample having only two teachers, but can be extended in longitudinal and comparative approaches.…”

“…CL researchers point out that to promote pupils' cooperation and supportive relationships, teachers themselves need to work cooperatively and engage in prosocial behaviours to enhance CL competence (Jolliffe, 2015;Van Ryzin et al, 2020). Otherwise, a lack of conceptual understanding of the five principles for effective cooperation and a lack of CL training in teacher education courses and other supports from schools have an effect on teachers' CL practices (Letina & Vasilj, 2021). Given that positive peer relationships can support more prosocial co-learning behaviour, Van Ryzin et al (2020) highlight that CL should be a key component of teacher education and continuing professional development.…”

D-Learning: An Experimental Approach to Determining Student Learning Outcomes Using Augmented Reality (AR) Technology

“…Repeated research shows that, even after many years of technology adoption, many teachers decide not to engage with it at all or choose to use new technologies in a very limited way. Letina [7] states that "active learning aims to achieve a higher degree of independence, the application of various cognitive strategies, and the development of specific cognitive skills that enable the identification of essentials, analysis and comparison of information, connection with existing knowledge, and critical judgment of their meaning" [7] (p. 8).…”

“…Furthermore, the use of augmented reality can achieve learning experiences beyond the classroom, contextualizing the connection between reality and the learning situation in which students participate, with any physical space becoming a stage for active learning [13] (pp. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15], [14] (pp. 394-403).…”

“…Research-based learning provides a way for electronic data collection for future analysis [19] (pp. [7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22] and offers virtual models situated in the context of the real world that are easily manipulated [43] (pp. 339-345).…”