Teacher Implementation of Cooperative Learning in Indonesia: A Multiple Case Study

Autor/inn/en	Karmina, Sari; Dyson, Ben; St John Watson, Penelope Winifred; Philpot, Rod
Titel	Teacher Implementation of Cooperative Learning in Indonesia: A Multiple Case Study
Quelle	In: Education Sciences, 11 (2021), Artikel 218 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Karmina, Sari) ORCID (St John Watson, Penelope Winifred) ORCID (Philpot, Rod)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Cooperative Learning; Program Implementation; Teaching Methods; Faculty Development; Educational Innovation; Cultural Influences; Barriers; Student Centered Learning; Teacher Attitudes; Secondary School Teachers; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Cultural influence; Kultureinfluss; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Indonesien
Abstract	The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following semi-structured interviews with 18 teachers who had attended CL professional development and used CL in their classrooms, four were purposefully selected as cases of teachers. Classroom observations, post classroom observation interviews, and field notes were employed to investigate the implementation of CL. The data were analysed using Miles, Huberman and Saldaña's framework. Five themes were generated from cross-case analysis: "implementation of CL principles," "a lack of CL structures," "a greater need of group orientation," "group composition," and "informal CL." The findings indicate that when an innovative pedagogical practice such as CL is implemented in a culture different from the one in which it was constructed, unique contexts both enable and disrupt the successful implementation of CL. This study proposes that further research attention must be given to understanding the challenges faced by teachers shifting away from direct teaching to student-centred pedagogies such as CL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01