PSYCH  Vol.4 No.3 A , March 2013
Training of Non-University Level Teachers in Cooperative Learning Methods
ABSTRACT

This article proposes a teacher training program in Cooperative Learning Methods (CLM). The analysis of the effects of the program on the development of CLM instructional designs is based on an eight category system which supports the development of instructional design that organizes the classroom from a cooperative perspective. This study also proves the existing differences among professionals teaching at different levels of the non-university education levels. The results demonstrate the efficacy of the training process of teachers who work in non-university educational system and its effect on their practice.


Cite this paper
Pons, R. , Sharan, Y. , Serrano, J. , Lomeli, C. & Buchs, C. (2013). Training of Non-University Level Teachers in Cooperative Learning Methods. Psychology, 4, 291-301. doi: 10.4236/psych.2013.43A043.
References
[1]   Almog, T., & Hertz-Lazarowitz, R. (1999). Teachers as peer learner: Professional development in an advanced computer learning environment. In A. M. O’Donnell, & A. King (Eds.), The Rutgers Invitational Symposium on Education Series: Cognitive perspectives on peer learning (pp. 285-311). Mahwah, NJ: Lawrence Erlbaum Associates.

[2]   Angelides, P., Stylianou, T., & Leigh, J. (2007). The efficacy of collaborative networks in preparing teachers. European Journal of Teacher Education, 30, 135-149. doi:10.1080/02619760701273953

[3]   Calvo, M. T., Serrano, J. M., González-Herrero, M. E., & Ato, M. (1994). Formación de profesores: Una experiencia de elaboración y aplicación de métodos de aprendizaje cooperativo en las aulas de educación Infantil, Primaria y Secundaria. Memoria de Investigación. Madrid: D.G.I.C.Y.T. del Ministerio de Educación y Ciencia.

[4]   Cordero, G., & Luna, E. (2010). Retos de la evaluación de los programas de formación de profesores: el caso de un programa en métodos de aprendizaje cooperativo. Revista Iberoamericana de Evaluación Educativa, 3, 193-201.

[5]   Cottrill, J. F. (2000). Students’ understanding of the concept of chain rule in first year calculus and the relation to their understanding of composition of functions. Dissertation Abstracts International, Section A: Humanities and Social Sciences, 60, 3941.

[6]   Dettori, G., Giannetti, T., & Persico, D. (2006). SRL in Online Cooperative Learning: Implications for preservice teacher training. European Journal of Education, 41, 397-414. doi:10.1111/j.1465-3435.2006.00273.x

[7]   Dyson, B. (2001). Cooperative learning in an elementary physical education program. Journal of Teaching in Physical Education, 20, 264-281.

[8]   Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103-112. doi:10.1207/S15326985EP3602_5

[9]   Hawkes, M. (2000). Structuring computer-mediated communication for collaborative teacher development. Journal of Research and Development in Education, 33, 268-277.

[10]   Helleve, I. (2007). In an ICT-based teacher-education context: Why was our group “the magic group”? European Journal of Teacher Education, 30, 267-284. doi:10.1080/02619760701486118

[11]   Hoy, A. W., & Tschannen-Moran, M. (1999). Implications of cognitive approaches to peer learning for teacher education. In A. M. O’Donnell, & A. King (Eds.), The Rutgers Invitational Symposium on Education Series: Cognitive perspectives on peer learning (pp. 257-284). Mahwah, NJ: Lawrence Erlbaum Associates.

[12]   Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Minneapolis: University of Minnesota.

[13]   Kagan, S. (1985). Dimensions of cooperative classroom structures. In R. Slavin, S. Sharan, S. Kagan, R. Hertz Lazarowitz, C. Webb, & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 67-96). New York: Plenum Press.

[14]   Kennett, D. J., Young, A. M., & Berrill, D. P. (1999). Is cooperative learning effective for high achieving entrance students? Implications for policy and teaching resources. Journal of Research and Development in Education, 33, 27-35.

[15]   Kumpulainen, K., & Kaartinen, S. (2000). Situational mechanisms of peer group interaction in collaborative meaning-making: Processes and conditions for learning. European Journal of Psychology of Education, 15, 431-454. doi:10.1007/BF03172986

[16]   León, B., Felipe, E., Iglesias, D., & Latas, C. (2011). El aprendizaje cooperativo en la formación inicial del profesorado de Educación Secundaria. Revista de Educación, 354, 715-729

[17]   McGregor, D., & Gunter, B. (2006). Invigorating pedagogic change. Suggestions from findings of the development of secondary science teachers’ practice and cognisance of the learning process. European Journal of Teacher Education, 29, 23-48. doi:10.1080/02619760500478498

[18]   Mercer, N. (2000). Words & Mind. How we use language to think together. London: Routledge. doi:10.4324/9780203464984

[19]   O’Donnell, A. M., & King, A. (1999). The Rutgers Invitational Symposium on Education Series: Cognitive perspectives on peer learning. Mahwah, NJ: Lawrence Erlbaum Associates.

[20]   Oja, S. N. (2000). The unique place of role-taking and reflection in collaborative action research. In A. L. Comunian, & U. P. Gielen (Eds.), International perspectives on human development (pp. 531-549). Lengerich: Pabbst Science Publishers.

[21]   Peklaj, C., & Vodopivec, B. (1999). Effects of cooperative versus individualistic learning on cognitive, affective, meta-cognitive and social processes in students. European Journal of Psychology of Education, 14, 359-373. doi:10.1007/BF03173120

[22]   Salganik, L. H., Rychen, D. S., Moser, U., & Konstant, J. W. (1999). Projects on competencies in OECD contexts: analysis of theoretical and conceptual foundations. Neuchatel: Swiss Federal Statistical Office.

[23]   Salomon, G. (2001). Distributed cognitions. Psychological and educational considerations. New York: Cambridge University Press.

[24]   Serrano, J. M., & Calvo, M. T. (1994). Aprendizaje cooperativo. Técnicas y análisis dimensional. Murcia: Obra Cultural de Cajamurcia.

[25]   Serrano, J. M., Calvo, M. T., Pons, R. M., Moreno, T., & Lara, R. M. (2008). Training teachers in cooperative learning methods. IASCE Conference. Turín: IASCE.

[26]   Serrano, J. M., & González-Herrero, M. E. (1996). Cooperar para aprender. Cómo implementar el aprendizaje cooperativo en el aula? Murcia: DM/PPU Editores.

[27]   Serrano, J. M., & Pons, R. M. (2007). Cooperative learning: We can also do it without task structure. Intercultural Education, 18, 215-230. doi:10.1080/14675980701463562

[28]   Serrano, J. M., & Pons, R. M. (2011). El constructivismo hoy: Enfoques constructivistas en educación. Revista Electrónica de Investigación Educativa, 13, 1-27.

[29]   Serrano, J. M., Pons, R. M., & Calvo, M. T. (2008). Reward structure as a tool to generate interdependence in higher education. IASCE Conference. Turín: IASCE.

[30]   Sharan, Y. (2002). Essential features of a teacher education program for cooperative learning. Asia Pacific Journal Education, 22, 68-74. doi:10.1080/0218879020220107

[31]   Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45, 300-310. doi:10.1111/j.1465-3435.2010.01430.x

[32]   Sharan, Y., & Sharan, S. (1987). Training teachers for cooperative learning. Educational Leadership, 45, 20-25.

[33]   Siberry, L., & Kearns, H. (2005). An intercultural approach to challenging issues in Northern Ireland teacher education. European Journal of Teacher Education, 28, 259-266. doi:10.1080/02619760500269350

[34]   Slaouti, D. (2007). Teacher learning about online learning: experiences of a situated approach. European Journal of Teacher Education, 30, 285-304. doi:10.1080/02619760701486126

[35]   Solomon, R. P. (2000). Exploring cross-race dyad partnerships in learning to teach. Teachers College Record, 102, 953-979. doi:10.1111/0161-4681.00088

[36]   Taspinar, M. (2007). The cooperative learning method in teacher training. International Journal of Educational Reform, 16, 54-70.

[37]   Veenman, S., van Benthum, N., Bootsma, D., van Dieren, J., & van der Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18, 87-103. doi:10.1016/S0742-051X(01)00052-X

[38]   Waxman, H. C., Padrón, Y. N., & Arnold, K. M. (2001). Effective instructional practices for students placed at risk of academic failure. In G. D. Borman et al. (Eds.), Compensatory education at the crossroads (pp. 137-170). Mahwah, NJ: Lawrence Erlbaum Associates.

[39]   Wenger, E., McDermott, R., & Sneyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.

[40]   Zhu, Ch., Valcke, M., & Schellens, T. (2010). A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. European Journal of Teacher Education, 33, 147-165. doi:10.1080/02619761003631849

 
 
Top