Cooperative Learning Strategies: Implementation Challenges in Teacher Education

Autor/inn/en	Chakyarkandiyil, Nisha; Prakasha, G. S.
Titel	Cooperative Learning Strategies: Implementation Challenges in Teacher Education
Quelle	In: Problems of Education in the 21st Century, 81 (2023) 3, S.340-360 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chakyarkandiyil, Nisha) ORCID (Prakasha, G. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Cooperative Learning; Teacher Education; Curriculum Implementation; Teacher Educators; Foreign Countries; Gender Differences; Active Learning; Student Centered Learning; Barriers; Teaching Experience; Age Differences; India + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Ausland; Geschlechterkonflikt; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Age; Difference; Age difference; Altersunterschied; Indien
Abstract	The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01