The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers’ attitudes and beliefs

M.A. (Marij) Veldman; Mechteld  van Kuijk; R. J. (Roel) Bosker; S. (Simone) Doolaard

The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers’ attitudes and beliefs

M.A. (Marij) Veldman, Mechteld van Kuijk, R. J. (Roel) Bosker, S. (Simone) Doolaard

Leren in de leergemeenschap

University of Groningen, GION Institute for Educational Research

Onderzoeksoutput: Article › Academic › peer review

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In de huidige studie werden verschillen onderzocht tussen leerkrachten in het basisonderwijs die werden geclassificeerd als goed presterend in hun implementatie van coöperatief leren (CL) in hun klas en leerkrachten die minder succesvol waren in het implementeren van coöperatief leren. De niveaus van implementatie van coöperatief leren verschilden significant tussen leerkrachten, vooral in het aanleren van het benodigde coöperatieve gedrag aan leerlingen. Op basis van semigestructureerde interviews bleek dat slecht presterende CL-leerkrachten meer moeite hebben met het gedrag van leerlingen tijdens coöperatief leren, terwijl goed presterende CL-leerkrachten zich beter in staat voelen om het gedrag van leerlingen te reguleren. We concludeerden dat leerkrachten die verschilden in hun prestaties bij de implementatie van coöperatief leren, ook verschilden in hun attitudes en
overtuigingen over deze aanpak. Een geïntegreerd model over professionele ontwikkeling en verandering van leerkrachten wordt voorgesteld om de resultaten van verschillen tussen leerkrachten te interpreteren. Dit model laat zien dat positieve attitudes en overtuigingen vóór de implementatie, maar ook het ervaren van positieve leerlingresultaten (incl. positief leerlinggedrag) tijdens de implementatie belangrijke factoren zijn om coöperatief leren in de praktijk succesvol te maken. We suggereren dat voorkomen moet worden dat leerkrachten in een negatieve spiraal terechtkomen waarin ze het gedrag van leerlingen tijdens coöperatief leren alleen als moeilijk ervaren en er daardoor niet in slagen de cognitieve en gedragsuitkomsten van leerlingen te verbeteren.

Originele taal-2	English
Pagina's (van-tot)	1
Aantal pagina's	15
Tijdschrift	Teachers and Teaching: Theory and Practice
Status	Published - 19 mrt. 2020

Keywords

coöperatief leren
basisonderwijs
leerkrachten
handelen in de klas
implementatie
gedrag
leerlingen

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title = "The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers{\textquoteright} attitudes and beliefs",

abstract = "In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between teachers, especially in teaching students the needed cooperative behaviours. Based on semi-structured interviews, it was found that low-performing CL teachers struggle more with student behaviour during cooperative learning, while high-performing CL teachers feel more able to regulate student behaviour. We concluded that teachers who differed in their teacher performance of implementation of cooperative learning also differed in their attitudes and beliefs about this approach. An integrated model on professional development and teacher change is proposed to interpret the results of differences between teachers. This model shows that positive attitudes and beliefs before implementation, but also experiencing positive student outcomes (incl. positive student behaviour) during implementation are important factors in making cooperative learning successful in practice. We suggest that teachers should be prevented from entering a negative spiral in which they experience student behaviour during cooperative learning only as difficult and, therefore, do not succeed in improving students{\textquoteright} cognitive and behavioural outcomes.",

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AU - Doolaard, S. (Simone)

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AB - In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between teachers, especially in teaching students the needed cooperative behaviours. Based on semi-structured interviews, it was found that low-performing CL teachers struggle more with student behaviour during cooperative learning, while high-performing CL teachers feel more able to regulate student behaviour. We concluded that teachers who differed in their teacher performance of implementation of cooperative learning also differed in their attitudes and beliefs about this approach. An integrated model on professional development and teacher change is proposed to interpret the results of differences between teachers. This model shows that positive attitudes and beliefs before implementation, but also experiencing positive student outcomes (incl. positive student behaviour) during implementation are important factors in making cooperative learning successful in practice. We suggest that teachers should be prevented from entering a negative spiral in which they experience student behaviour during cooperative learning only as difficult and, therefore, do not succeed in improving students’ cognitive and behavioural outcomes.

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The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers’ attitudes and beliefs

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Keywords

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