NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1145577
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0260-7476
The Plot Thickens: Supporting Pre-Service Teachers in Authentic Use of Cooperative Learning through the Storypath Instructional Approach
Stevahn, Laurie; McGuire, Margit E.
Journal of Education for Teaching: International Research and Pedagogy, v43 n3 p316-327 2017
Pre-service teachers typically find it challenging to implement cooperative learning authentically in schools given the complexities of classroom environments. Curriculum integration also is demanding because it requires combining research-informed pedagogies and best practices to promote academic and social learning. This article describes how Storypath, a narrative approach to organising the curriculum, assists novice teachers in skilfully implementing cooperative learning and meaningfully integrating it with other best practices. It begins by describing cooperative learning's central role in Seattle University's Master in Teaching (MIT) programme, along with elements foundational to cooperative work. It continues by explaining how Storypath scaffolds pre-service teachers' capacity to successfully facilitate cooperative learning, then provides a specific example focused on environmental sustainability. The example illustrates how Storypath naturally creates positive interdependence among participants, thereby nurturing compelling successful cooperative experiences in creating the story. The article concludes with reflections on impact from MIT graduates.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington (Seattle)
Grant or Contract Numbers: N/A