Understanding The Challenges Associated with Cooperative Learning: An Empirical Study with Primary School Teachers
Keywords:
cooperative learning, implementation difficulties, interview study, primary school, teachers
Abstract
Cooperative learning includes effective methods for increasing student learning in primary school and heterogeneous classrooms. However, teachers do not use it very frequently. The present interview study investigates on which levels of the educational system primary teachers perceive difficulties associated with these methods to be located, and what kinds of conflicting demands they associate with it. The study provides important insights into how challenges related to cooperative learning may be addressed.
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References
Adl-Amini, K. (2018). Tutorielles Lernen im naturwissenschaftlichen Sachunterricht der Grundschule. Umsetzung und Wirkung [Peer tutoring in primary science classrooms – Implementation and effectiveness]. Waxmann.
Allport, G. W. (1954). The nature of prejudice. Perseus Books.
Buchs, C., Filippou, D., Pulfrey C. & Volpé, Y. (2017). Challenges for cooperative learning implementation: reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296-306. https://doi.org/10.1080/02607476.2017.1321673
Büttner, G., J. Warwas, and K. Adl-Amini. 2012. “Kooperatives Lernen und Peer Tutoring im inklusiven Unterricht” [Cooperative Learning and Peer Tutoring in Inclusive Classrooms]. Zeitschrift für Inklusion: 1-2. https://doi.org/10.25656/01:5877
Çelik, S., Aytın K. & Bayram E. (2013). Implementing cooperative learning in the language classroom: opinions of Turkish teachers of English. Procedia - Social and Behavioral Sciences, 70: 1852-59. https://doi.org/10.1016/j.sbspro.2013.01.263
Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64(1): 1-35. https://doi.org/10.3102/00346543064001001
Dann, H.-D., Diegritz, T., & Rosenbusch, H. S. (1999). Gruppenunterricht im Schulalltag. Realität und Chancen [Group teaching in everyday school life. Reality and opportunities]. Friedrich-Alexander-Universität.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher, 38(3): 181-99. https://doi.org/10.3102/0013189x08331140
Deci, E. L., & Ryan R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik [The self-determination theory of motivation and its significance for pedagogy]. Zeitschrift für Pädagogik, 39(2): 223-238. https://doi.org/10.25656/01:11173
Ghaith, G. M. (2018). Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning. Issues in Education, 28(2): 385-404. https://doi.org/10.13140/RG.2.2.32014.66888
Gillies, R. M. (2000). The maintenance of cooperative and helping behaviours in cooperative groups. British Journal of Educational Psychology, 70(1): 97-111. https://doi.org/10.1348/000709900157994
Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: issues of implementation. Teaching and Teacher Education, 26(4): 933-40. https://doi.org/10.1016/j.tate.2009.10.034
Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of educational psychology, 98(4): 732-749. https://doi.org/10.1037/0022-0663.98.4.732
Götz, T., Lohrmann, K., Ganser, B., & Haag, L. (2005). Einsatz von Unterrichtsmethoden: Konstanz oder Wandel? [Usage of teaching methods: constancy or change?] Empirische Pädagogik, 19(4): 342-360.
Gray, K. E., & Otero, V. K. (2009). Analysis of former learning assistants’ views on cooperative learning. AIP conference proceedings, 1179 (1): 149-152.
Haag, L., Von Hanffstengel, U., & Dann, H.-D. (2001). Konflikte in den Köpfen von Lehrkräften im Gruppenunterricht [Conflicts in the minds of teachers in group teaching]. Zeitschrift für Pädagogik, 47(6): 929-941. https://doi.org/10.25656/01:4326
Helmke, A. (2012). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts [Teaching quality and teacher professionalism: diagnosis, evaluation and improvement of teaching]. (4th ed.). Klett/Kallmeyer.
Helsper, W. (2016). Antinomien und Paradoxien im professionellen Handeln [Antinomies and paradoxes in professional action]. In M. Dick, W. Marotzki & H. Mieg (Eds.), UTB Erwachsenenbildung: Bd. 8622. Handbuch Professionsentwicklung (pp.50-62). Verlag Julius Klinkhardt.
Ishler, A. L., Johnson, R. T., & Johnson, D. W. (1998). Long-term effectiveness of a stadewide-staff development program on cooperative learning. Teaching and teacher education, 14(3): 273-281. https://doi.org/10.1016/S0742-051X(97)00039-5
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone. Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Johnson, D. W. & Johnson, R. T. (2009). An educational psychology success story: social interdependence theory and cooperative learning. Educational Researcher, 38(5): 365-79. https://doi.org/10.3102/0013189x09339057
Karmina, S. (2018). Indonesian teachers’ beliefs about cooperative learning. Asia Pacific Journal of Education, Arts and Sciences, 5(2): 1-7.
Kuckartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung [Qualitative content analysis. Methods, practice, computer support] (4th ed.). Beltz Juventa.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10: 133-149. https://doi.org/10.1016/j.edurev.2013.02.002
Lendrum, A. & Humphrey, N. (2012). The importance of studying the implementation of interventions in school settings. Oxford Review of Education, 38(5): 635-52. https://doi.org/10.1080/03054985.2012.734800
Lipowsky, F. (2009). Unterricht [Teaching]. In E. Wild & J. Möller (Eds.), Pädagogische Psychologie (pp. 73-102). Springer. https://doi.org/10.1007/978-3-540-88573-3_4
Lipowsky, F. (2011). Theoretische Perspektiven und empirische Befunde zur Wirksamkeit von Lehrerfort- und -weiterbildung [Theoretical perspectives and empirical findings on the effectiveness of teacher training and in-service teacher education]. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (pp. 511-541). Waxmann.
McLeish, K. (2009). Attitude of Students Towards Cooperative Learning Methods at Knox Community College: A Descriptive Study. ERIC Clearinghouse.
Pauli, C., & Reusser, K. (2000). Zur Rolle der Lehrperson beim kooperativen Lernen [The role of the teacher in cooperative learning]. Swiss Journal of Educational Research, 22(3): 421-42. https://doi.org/10.24452/sjer.22.3.4585
Schrader, J., Hasselhorn, M., Hetfleisch, P., & Goeze, A. (2020). Stichwortbeitrag Implementationsforschung: Wie Wissenschaft zu Verbesserungen im Bildungssystem beitragen kann [Keyword contribution Implementation research: How science can contribute to improvements in the education system]. Zeitschrift für Erziehungswissenschaft, 23(1): 9-59. https://doi.org/10.1007/s11618-020-00927-z
Seiz, J., Wilde, A., Decker, A.-T., & Kunter, M. (2017). Professionelle Überzeugungen von Lehrkräften – Ein wichtiger Baustein für den Umgang mit heterogenen Schülergruppen im Unterricht. In U. Hartmann & M. Hasselhorn (Eds.), Entwicklungsverläufe verstehen - Individuelle Förderung wirksam gestalten. Forschungsergebnisse des Frankfurter IDeA-Zentrums [understanding developmental processes – supporting individually. Research results of the Frankfurt IDeA-Center]. (pp. 455-472). Kohlhammer.
Slavin, R. E. (1995). Cooperative Learning. Boston: Allyn and Bacon.
Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26(3): 281-302. https://doi.org/10.1080/03055690050137114
Veenman, S., van Benthum, N., Bootsma, D., van Dieren, J., & van der Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18(1): 87-103. https://doi.org/10.1016/s0742-051x(01)00052-x
Völlinger, V. A., Supanc, M., & Brunstein, J. C. (2017). Kooperatives Lernen in der Sekundarstufe [Cooperative learning in secondary education]. Zeitschrift für Erziehungswissenschaft, 21 (1): 159-76. https://doi.org/10.1007/s11618-017-0764-0
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Allport, G. W. (1954). The nature of prejudice. Perseus Books.
Buchs, C., Filippou, D., Pulfrey C. & Volpé, Y. (2017). Challenges for cooperative learning implementation: reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296-306. https://doi.org/10.1080/02607476.2017.1321673
Büttner, G., J. Warwas, and K. Adl-Amini. 2012. “Kooperatives Lernen und Peer Tutoring im inklusiven Unterricht” [Cooperative Learning and Peer Tutoring in Inclusive Classrooms]. Zeitschrift für Inklusion: 1-2. https://doi.org/10.25656/01:5877
Çelik, S., Aytın K. & Bayram E. (2013). Implementing cooperative learning in the language classroom: opinions of Turkish teachers of English. Procedia - Social and Behavioral Sciences, 70: 1852-59. https://doi.org/10.1016/j.sbspro.2013.01.263
Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64(1): 1-35. https://doi.org/10.3102/00346543064001001
Dann, H.-D., Diegritz, T., & Rosenbusch, H. S. (1999). Gruppenunterricht im Schulalltag. Realität und Chancen [Group teaching in everyday school life. Reality and opportunities]. Friedrich-Alexander-Universität.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher, 38(3): 181-99. https://doi.org/10.3102/0013189x08331140
Deci, E. L., & Ryan R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik [The self-determination theory of motivation and its significance for pedagogy]. Zeitschrift für Pädagogik, 39(2): 223-238. https://doi.org/10.25656/01:11173
Ghaith, G. M. (2018). Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning. Issues in Education, 28(2): 385-404. https://doi.org/10.13140/RG.2.2.32014.66888
Gillies, R. M. (2000). The maintenance of cooperative and helping behaviours in cooperative groups. British Journal of Educational Psychology, 70(1): 97-111. https://doi.org/10.1348/000709900157994
Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: issues of implementation. Teaching and Teacher Education, 26(4): 933-40. https://doi.org/10.1016/j.tate.2009.10.034
Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of educational psychology, 98(4): 732-749. https://doi.org/10.1037/0022-0663.98.4.732
Götz, T., Lohrmann, K., Ganser, B., & Haag, L. (2005). Einsatz von Unterrichtsmethoden: Konstanz oder Wandel? [Usage of teaching methods: constancy or change?] Empirische Pädagogik, 19(4): 342-360.
Gray, K. E., & Otero, V. K. (2009). Analysis of former learning assistants’ views on cooperative learning. AIP conference proceedings, 1179 (1): 149-152.
Haag, L., Von Hanffstengel, U., & Dann, H.-D. (2001). Konflikte in den Köpfen von Lehrkräften im Gruppenunterricht [Conflicts in the minds of teachers in group teaching]. Zeitschrift für Pädagogik, 47(6): 929-941. https://doi.org/10.25656/01:4326
Helmke, A. (2012). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts [Teaching quality and teacher professionalism: diagnosis, evaluation and improvement of teaching]. (4th ed.). Klett/Kallmeyer.
Helsper, W. (2016). Antinomien und Paradoxien im professionellen Handeln [Antinomies and paradoxes in professional action]. In M. Dick, W. Marotzki & H. Mieg (Eds.), UTB Erwachsenenbildung: Bd. 8622. Handbuch Professionsentwicklung (pp.50-62). Verlag Julius Klinkhardt.
Ishler, A. L., Johnson, R. T., & Johnson, D. W. (1998). Long-term effectiveness of a stadewide-staff development program on cooperative learning. Teaching and teacher education, 14(3): 273-281. https://doi.org/10.1016/S0742-051X(97)00039-5
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone. Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Johnson, D. W. & Johnson, R. T. (2009). An educational psychology success story: social interdependence theory and cooperative learning. Educational Researcher, 38(5): 365-79. https://doi.org/10.3102/0013189x09339057
Karmina, S. (2018). Indonesian teachers’ beliefs about cooperative learning. Asia Pacific Journal of Education, Arts and Sciences, 5(2): 1-7.
Kuckartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung [Qualitative content analysis. Methods, practice, computer support] (4th ed.). Beltz Juventa.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10: 133-149. https://doi.org/10.1016/j.edurev.2013.02.002
Lendrum, A. & Humphrey, N. (2012). The importance of studying the implementation of interventions in school settings. Oxford Review of Education, 38(5): 635-52. https://doi.org/10.1080/03054985.2012.734800
Lipowsky, F. (2009). Unterricht [Teaching]. In E. Wild & J. Möller (Eds.), Pädagogische Psychologie (pp. 73-102). Springer. https://doi.org/10.1007/978-3-540-88573-3_4
Lipowsky, F. (2011). Theoretische Perspektiven und empirische Befunde zur Wirksamkeit von Lehrerfort- und -weiterbildung [Theoretical perspectives and empirical findings on the effectiveness of teacher training and in-service teacher education]. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (pp. 511-541). Waxmann.
McLeish, K. (2009). Attitude of Students Towards Cooperative Learning Methods at Knox Community College: A Descriptive Study. ERIC Clearinghouse.
Pauli, C., & Reusser, K. (2000). Zur Rolle der Lehrperson beim kooperativen Lernen [The role of the teacher in cooperative learning]. Swiss Journal of Educational Research, 22(3): 421-42. https://doi.org/10.24452/sjer.22.3.4585
Schrader, J., Hasselhorn, M., Hetfleisch, P., & Goeze, A. (2020). Stichwortbeitrag Implementationsforschung: Wie Wissenschaft zu Verbesserungen im Bildungssystem beitragen kann [Keyword contribution Implementation research: How science can contribute to improvements in the education system]. Zeitschrift für Erziehungswissenschaft, 23(1): 9-59. https://doi.org/10.1007/s11618-020-00927-z
Seiz, J., Wilde, A., Decker, A.-T., & Kunter, M. (2017). Professionelle Überzeugungen von Lehrkräften – Ein wichtiger Baustein für den Umgang mit heterogenen Schülergruppen im Unterricht. In U. Hartmann & M. Hasselhorn (Eds.), Entwicklungsverläufe verstehen - Individuelle Förderung wirksam gestalten. Forschungsergebnisse des Frankfurter IDeA-Zentrums [understanding developmental processes – supporting individually. Research results of the Frankfurt IDeA-Center]. (pp. 455-472). Kohlhammer.
Slavin, R. E. (1995). Cooperative Learning. Boston: Allyn and Bacon.
Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26(3): 281-302. https://doi.org/10.1080/03055690050137114
Veenman, S., van Benthum, N., Bootsma, D., van Dieren, J., & van der Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18(1): 87-103. https://doi.org/10.1016/s0742-051x(01)00052-x
Völlinger, V. A., Supanc, M., & Brunstein, J. C. (2017). Kooperatives Lernen in der Sekundarstufe [Cooperative learning in secondary education]. Zeitschrift für Erziehungswissenschaft, 21 (1): 159-76. https://doi.org/10.1007/s11618-017-0764-0
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Published
2024-03-28
How to Cite
Adl-Amini K., Baie-Mosch F., Decker A. T., Seiz J., Ries N., & Kunter M. (2024). Understanding The Challenges Associated with Cooperative Learning: An Empirical Study with Primary School Teachers. Journal of Elementary Education, 17(1), 1-18. https://doi.org/10.18690/rei.2832
Section
Scientific Articles
Copyright (c) 2024 Katja Adl-Amini
This work is licensed under a Creative Commons Attribution 4.0 International License.