The bumpy road to implementing cooperative learning: Towards sustained practice through collaborative action

• Published in: Cogent education Vol. 7; no. 1
• Main Author: Liebech-Lien, Beathe
• Format: Journal Article
• Language: English
• Published: Abingdon Cogent 01-01-2020; Cogent OA; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Action Research; Barriers; Collaboration; Cooperative Learning; Educational research; Faculty Development; Foreign Countries; Professional development; R&D; Research & development; research and development; Researchers; Secondary School Teachers; Teacher Attitudes; Teacher Collaboration; Teacher Workshops; teachers' learning; Teaching Methods; Norway
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2020.1780056

Cooperative learning (CL) is a pedagogical model that is widely recognised to enhance students' academic and social learning. However, teachers experience difficulties implementing the method, which leads to CL being underutilised in schools. This paper presents experiences from an exploratory research and development project in which teachers implemented CL through a context-driven professional development programme. The study explores the complexity of implementing CL by examining three critical stages in the professional development programme: a workshop, follow-up activities and proactive action research. Findings suggest that collaborative action research in teacher teams became a catalyst for teachers' learning and their implementation of CL.