Teachers' perspectives about cooperative learning methods

Abstract EN

This qualitative study is an investigation of teachers5 perspectives on cooperative learning methods.

The main purpose of this study was to examine the teachers5 perspectives about cooperative learning methods and the benefits of these methods for students.

In addition, the study investigated the problems that these teachers faced during the implementation of cooperative learning methods in their science classrooms and how the) handle these problems.

Subjects for this study were two high school teachers (Mrs.

Gould* and Mr, Clark*) who volunteered to participate in this study.

The major data-gathering techniques employed in the study were participant observation and semi-structure interviews.

The result of the study suggest that both teachers strongly believe that students learn much better when they work in cooperative learning groups and become lifelong learners.

Data analysis revealed three dimensions of teachers’ perspectives on cooperative learning.

The first dimension is related to the effect of cooperative learning methods on students, the second is related to the choice of subject matter during the implementation process, and the third dimension is related to the concerns that were expressed by both teachers during the implementation of cooperative learning methods.