The Proof of the Pudding Is in the Eating? Implementation of Cooperative Learning: Differences in Teachers' Attitudes and Beliefs

Autor/inn/en	Veldman, M. A.; Van Kuijk, M. F.; Doolaard, S.; Bosker, R. J.
Titel	The Proof of the Pudding Is in the Eating? Implementation of Cooperative Learning: Differences in Teachers' Attitudes and Beliefs
Quelle	In: Teachers and Teaching: Theory and Practice, 26 (2020) 1, S.103-117 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2020.1740197
Schlagwörter	Cooperative Learning; Teaching Methods; Teacher Attitudes; Student Behavior; Classroom Techniques; Elementary School Teachers; Teacher Effectiveness; Comparative Analysis; Behavior Problems; Faculty Development; Positive Attitudes; Outcomes of Education; Models; Teacher Evaluation; Observation; Foreign Countries; Educational Practices; Netherlands + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Student behaviour; Schülerverhalten; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Analogiemodell; Teacher appraisal; Lehrerbeurteilung; Beobachtung; Ausland; Bildungspraxis; Niederlande
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' cognitive and behavioural outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01