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.

摘要

在当前的研究中，调查了在课堂上实施合作学习（CL）的表现优异的小学教师与在实施合作学习方面不太成功的教师之间的差异。老师之间合作学习的实施水平显着不同，尤其是在教学生所需的合作行为方面。基于半结构化访谈，发现在合作学习过程中，表现欠佳的CL老师在学生行为方面更加挣扎，而表现出色的CL老师则更有能力调节学生的行为。我们得出的结论是，教师在实施合作学习方面的教师表现有所不同，他们对这种方法的态度和看法也有所不同。提出了一个关于专业发展和教师变动的综合模型来解释教师之间差异的结果。该模型表明，实施之前的积极态度和信念，以及在实施过程中体验到积极的学生成果（包括积极的学生行为）是使合作学习在实践中取得成功的重要因素。我们建议应防止教师进入负面螺旋，他们在合作学习过程中仅会遇到困难，从而体验学生的行为，因此，不能成功地提高学生的认知和行为结果。但是在实施过程中也要获得积极的学生成果（包括积极的学生行为），这是使合作学习在实践中取得成功的重要因素。我们建议应防止教师进入负面螺旋，他们在合作学习过程中仅会遇到困难，从而体验学生的行为，因此，不能成功地提高学生的认知和行为结果。但是在实施过程中也要获得积极的学生成果（包括积极的学生行为），这是使合作学习在实践中取得成功的重要因素。我们建议应防止教师进入负面螺旋，他们在合作学习过程中仅会遇到困难，从而体验学生的行为，因此，不能成功地提高学生的认知和行为结果。