Cooperative Learning and the Improvement of School Learning

Sugie, Shuji

doi:10.5926/arepj1962.43.0_156

Cited by 2 publications

(1 citation statement)

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“…Beginning in the late 1970s, cooperative learning declined in Japan as a result of a trend towards individualism (Sugie, 2004). Beginning in the late 1990s, however some educators began to pay attention to the possibility of revisiting cooperative learning strategies again, probably because there was widespread criticism of the competitive culture prevailing in the education system, and of a desire to reverse a perceived decline in social interaction in contemporary life.…”

Section: History Of Cooperative Learning In Japanmentioning

confidence: 99%

The role of cooperative learning in the introductory stages of art teacher training programmes in Japan

Naoe

2008

International Journal of Education Through Art

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In this article the outcomes and issues of cooperative learning in teacher training programmes for undergraduate art students are examined. Cooperative learning utilizes human interaction in small groups in pursuit of shared goals. The author designed and delivered two introductory courses at the University of Tsukuba that were added to the teacher training programme as a result of the reform to the Japanese national teacher education system in 2000. The courses, which were informed by principles and methods of cooperative learning, had a positive impact on student engagement and satisfaction. Although the study workload is heavier since these reforms were put into place there has been a steady increase in numbers of art students entering and finishing teacher training. 2000 KeywordsCooperative learning, secondary teacher education, art, curriculum development, Japan Aims and backgroundThe purpose of this paper is to assess the utility of cooperative learning in teacher training programmes for undergraduate art students. Cooperative learning utilises human interaction in small groups in pursuit of shared goals. This study describes and evaluates two introductory courses delivered at the University of Tsukuba in 2003 designed and implemented by the author. The evaluation draws on a variety of data including student work, statistical data pertaining to student ,

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Section: History Of Cooperative Learning In Japanmentioning

confidence: 99%