Cooperative Learning: A Teacher Perspective

Detta är en Uppsats för yrkesexamina på grundnivå från Malmö universitet/Lärande och samhälle

Sammanfattning: This study’s aim is to investigate what strategies within cooperative learning teachers’ use in the English classroom. An additional aim is to investigate how teachers’ believe cooperative learning contributes to interaction between students. The study focuses on the perspective of the teachers. Cooperative learning is a pedagogical method with roots from the sociocultural perspective. Furthermore, it is described by Kagan and Stenlev (2006) as a method where students work in groups and cooperate in order to achieve the mutual goal. According to Kagan and Stenlev (2006), the students’ communicative interaction between each other is one of the critical elements of cooperative learning. The empirical material consists of qualitative interviews with four legitimized teachers. I chose to conduct a qualitative research in order to guarantee valid answers due to the time given. After the interviews, the recorded answers were analyzed and compared to one and other in order to reach answers to my research question. After having finished the result analyze, the recordings of the interviews were deleted. The result of the study shows that teachers tend to use following strategies within cooperative learning: think-pair-share, team-pair-solo, quiz-quiz-trade, jigsaw, poem for two voices and placement consensus. Furthermore, it shows that teachers’ attitude and willingness to use cooperative learning can depend on when they got their degree. However, additional factors may have an impact, such as the lack of further education in connection to the introduction of the new steering document in 2011.

  HÄR KAN DU HÄMTA UPPSATSEN I FULLTEXT. (följ länken till nästa sida)