Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers' reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing. Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as CL. The teacher's role is crucial in order to scaffold the students' participation in the primary classroom in order to improve their learning and it is teachers' pedagogical practices that help to develop these collaborative work habits. This paper explores ECTs responses relating to their role in CL instruction.