Cooperation in teaching: The effects of implementing the “trefoil” model
Abstract
The starting point of the paper is the importance of developing the skill of cooperation and the undisputed significance of cooperative work for the outcomes of the learning process. We examine the effects of teacher training conducted in order to encourage the teachers to implement work methods and forms aimed at developing cooperation. Cooperation is operationalised through the following components: cooperative learning, exchange of opinions with the aim of accomplishing the goal and prosocial behaviour that includes understanding and empathy. The data were collected by repeated observation - before and after the conducted training. The sample included 72 classes realised by 20 teachers of one primary school. Using variance analysis, we determined the effects on two out of four cooperation indicators: the teacher encourages group activities with the common goal and cooperative learning and the teacher encourages the students to talk and exchange opinions in order to achieve a certain... goal together. There were no effects on the indicators that referred to including the teacher in the exchange process and encouraging understanding and empathy in students. The lack of effects was ascribed to the way in which teachers perceive their role in relation to students, as well as to the limited number of the ob-served classes. Research findings point to the efficiency and usefulness of this way of improving teaching practice as well as to the changes that can be implemented to enhance the presented training programme.
Keywords:
Cooperation / Cooperative learning / Effects of teacher professional developmentSource:
Zbornik Instituta za pedagoška istraživanja, 2016, 48, 1, 27-47Publisher:
- Institut za pedagoška istraživanja, Beograd
Funding / projects:
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-MESTD-Basic Research (BR or ON)-179034)
Collections
Institution/Community
IPITY - JOUR AU - Џиновић, Владимир PY - 2016 UR - http://ipir.ipisr.org.rs/handle/123456789/268 AB - The starting point of the paper is the importance of developing the skill of cooperation and the undisputed significance of cooperative work for the outcomes of the learning process. We examine the effects of teacher training conducted in order to encourage the teachers to implement work methods and forms aimed at developing cooperation. Cooperation is operationalised through the following components: cooperative learning, exchange of opinions with the aim of accomplishing the goal and prosocial behaviour that includes understanding and empathy. The data were collected by repeated observation - before and after the conducted training. The sample included 72 classes realised by 20 teachers of one primary school. Using variance analysis, we determined the effects on two out of four cooperation indicators: the teacher encourages group activities with the common goal and cooperative learning and the teacher encourages the students to talk and exchange opinions in order to achieve a certain goal together. There were no effects on the indicators that referred to including the teacher in the exchange process and encouraging understanding and empathy in students. The lack of effects was ascribed to the way in which teachers perceive their role in relation to students, as well as to the limited number of the ob-served classes. Research findings point to the efficiency and usefulness of this way of improving teaching practice as well as to the changes that can be implemented to enhance the presented training programme. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - Cooperation in teaching: The effects of implementing the “trefoil” model EP - 47 IS - 1 SP - 27 VL - 48 DO - 10.2298/ZIPI1601027D ER -
@article{ author = "Џиновић, Владимир", year = "2016", abstract = "The starting point of the paper is the importance of developing the skill of cooperation and the undisputed significance of cooperative work for the outcomes of the learning process. We examine the effects of teacher training conducted in order to encourage the teachers to implement work methods and forms aimed at developing cooperation. Cooperation is operationalised through the following components: cooperative learning, exchange of opinions with the aim of accomplishing the goal and prosocial behaviour that includes understanding and empathy. The data were collected by repeated observation - before and after the conducted training. The sample included 72 classes realised by 20 teachers of one primary school. Using variance analysis, we determined the effects on two out of four cooperation indicators: the teacher encourages group activities with the common goal and cooperative learning and the teacher encourages the students to talk and exchange opinions in order to achieve a certain goal together. There were no effects on the indicators that referred to including the teacher in the exchange process and encouraging understanding and empathy in students. The lack of effects was ascribed to the way in which teachers perceive their role in relation to students, as well as to the limited number of the ob-served classes. Research findings point to the efficiency and usefulness of this way of improving teaching practice as well as to the changes that can be implemented to enhance the presented training programme.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "Cooperation in teaching: The effects of implementing the “trefoil” model", pages = "47-27", number = "1", volume = "48", doi = "10.2298/ZIPI1601027D" }
Џиновић, В.. (2016). Cooperation in teaching: The effects of implementing the “trefoil” model. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 48(1), 27-47. https://doi.org/10.2298/ZIPI1601027D
Џиновић В. Cooperation in teaching: The effects of implementing the “trefoil” model. in Zbornik Instituta za pedagoška istraživanja. 2016;48(1):27-47. doi:10.2298/ZIPI1601027D .
Џиновић, Владимир, "Cooperation in teaching: The effects of implementing the “trefoil” model" in Zbornik Instituta za pedagoška istraživanja, 48, no. 1 (2016):27-47, https://doi.org/10.2298/ZIPI1601027D . .