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Cooperative learning and team culture in schools: Conditions for teachers’ professional development
ARTICLE

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TATE Volume 24, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The study done in Slovenia examined grammar and elementary teachers’ perceptions of cooperative learning. The sample consisted of 542 Slovene elementary and grammar school teachers, who teach Slovene. The main question of the research was how teachers assess the value of group learning in comparison to individual forms of learning. From their perceptions, we can draw conclusions about their development, the introduction of group work within lessons and about the encouragement of pupils towards collaborative learning. The main finding of the research is that elementary school teachers place greater importance on group learning than grammar school teachers. In addition, when teachers are grouped according to their years of experience (seniority), there are differences in their assessment of group learning. However, it is not possible to get a linear pattern from the results (e.g. showing that years of experience do or do not contribute to the perception of the importance of group learning), a finding which supports the critical opinion that teachers’ experience depends not only on the quantity (years of experience), but also on the quality of experience.

Citation

Krečič, M.J. & Ivanuš Grmek, M. (2008). Cooperative learning and team culture in schools: Conditions for teachers’ professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 24(1), 59-68. Elsevier Ltd. Retrieved June 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.02.011

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