“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

Abstract

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

That's what I like! Fostering enjoyment in primary physical education

“…Other TPs that were rarely brought into practice were the use of cooperative learning, encouragement to work together and the use of instructional methods that promote children's social learning processes. This might be explained by teachers’ lack of knowledge, skills, and priority given to guiding children in cooperative learning and taking social responsibility (Hortigüela-Alcalá et al, 2020; Quay and Peters, 2008). Knowledge about models-based approaches to PE, such as the teaching personal and social responsibility model (Pozo et al, 2018; Quay and Peters, 2008), teaching games for understanding (Barba-Martín et al, 2020), and the cooperative learning model (Bores-García et al, 2021; Casey and Quennerstedt, 2020) might be helpful in order to encourage the use of these TPs more often.…”

Focusing on the value of cooperative learning in physical education: a bibliometric analysis

“…These challenges encompass effective time management, fostering student motivation, and ensuring active participation in physical activities within designated areas. Additionally, research emphasizes the necessity of a strong integration of collaboration within the sports domain ( Hortigüela-Alcalá et al, 2020 ). In addition, studies involving college students primarily concentrate on whether CL can effectively improve learning outcomes, foster students’ intrinsic motivation, increase their level of engagement, and enhance satisfaction.…”

Towards a Cooperative Learning Environment in Universities through In-Service Training

“…Besides, reflection evolves significantly after training. Then, spending time in classroom on group reflection activities improves social skills of university students [69].…”