ERIC Number: EJ1145574
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 30
The Use of Cooperative Procedures in Teacher Education and Professional Development
Johnson, David W.; Johnson, Roger T.
Journal of Education for Teaching: International Research and Pedagogy, v43 n3 p284-295 2017
Two aspects of teacher education for cooperative learning are the content taught and the processes used to teach the content. Of the two, the processes used may have the most powerful influences on the desired outcomes. One important theory related to the processes of learning is social interdependence theory. It posits that there are three ways to structure the learning processes in educational situations: cooperatively, competitively and individualistically. To structure cooperation among participants, five basic elements are needed: positive interdependence, individual accountability, promotive interaction, social skills and group processing. The large body of research on social interdependence indicates that cooperative, compared to competitive and individualistic learning, tends to promote (a) higher levels of achievement, retention and transfer of what is taught; (b) long-term implementation; (c) the internalisation of the required attitudes values and behaviour patterns; (d) the integration of the new procedures into teachers' professional identity; and (e) membership in the community of practice. Each of these processes will be examined in this article.
Descriptors: Teacher Education Programs, Cooperative Learning, Faculty Development, Interpersonal Relationship, Accountability, Interaction, Group Activities, Program Effectiveness, Group Dynamics, Responsibility, Program Implementation, Values, Attitudes, Professional Identity, Communities of Practice
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A