Enhancing Expectations of Cooperative Learning Use through Initial Teacher Training

David Duran Gisbert, Mariona Corcelles Seuba, Marta Flores Coll


Despite of its relevance and evidence support, Cooperative Learning (CL) is a challenge for all the educational systems because of the difficulties for its implementation. This study has the objective to identify the effect of Primary Education initial teacher training in the prediction of future CL use. Two groups, of 44 and 45 students, were conceptually trained, with the latter also having the opportunity to experience CL in the university classroom. Opting for a mixed methods research, this study tries to identify changes in a pre- and post-test Cooperative Learning Implementation Questionnaire and to explain possible changes through 4 focus groups. Quantitative results show differences in expectations of CL success and index of CL use for the group who had the CL experience. Qualitative data revealed that improvements can be explained by the increase in students’ awareness of the learning opportunities that CL offered them, giving and receiving scaffold help, preparing activities and enhancing motivation.


Expectations; Cooperative Learning; initial teacher training; Peer learning; peer tutoring.

Full Text:



Abrami, P.C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201–216. doi: 10.1080/0144341032000160146

Barr, R., & Tagg, J. (1995). From teaching to learning. A new paradigm for undergraduate education. Change, 27, 13-25.

Cohen, E.G, Brody, C.M., & Sapon-Shevin, M. (2004). Teaching Cooperative Learning. The challenge for teacher education. Albany, NY: State University of New York Press.

Creswell, J.W. (2015). A concise introduction to mixed methods research. Thousand Oaks (CA): Sage Publications.

Duran, D. (Coord.), Blanch, S., Corcelles, M., Flores, M., Oller, M., Utset, M., & Valdebenito, V. (2011). Leemos en pareja. Tutoría entre iguales para la competencia lectora. Barcelona: Horsori.

Gillies, R.M. (2007). Cooperative Learning. Integrating theory and practice. Thousand Oaks (CA): Sage Publications.

Gillies, R.M., & Boyle, M. (2008). Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice. Teaching and Teacher Education, 24, 1333-1348. DOI:10.1016/j.tate.2007.10.003

Ishler, A.L., Johnson, R.T., & Johnson, D.W. (1998). Long-term effectiveness of a statewide staff development program on cooperative learning. Teaching and Teacher Education, 14(3), 273-281.

Johnson, D.W., & Johnson, R.T. (2009). An educational psychology success story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365-379. DOI:10.3102/0013189X09339057

Johnson, D.W., & Johnson, R.T. (2014). Cooperative Learning in 21st Century. Anales de Psicología, 30(3), 841-851.

Jolliffe, W. (2015). Bridging the gap: Teachers cooperating together to implement cooperative learning. Education 3-13, 43(1), 70-82. DOI: 10.1080/03004279.2015.961719

Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher competences for the implementation of Collaborative Learning in the classroom: A framework and research review. Educational Psychology Review, 27, 505-536. DOI: 10.1007/s10648-014-9288-9

Kagan, S. (2005). New Cooperative Learning, Multiple Intelligences and Inclusion. In J.W. Putnam, Cooperative Learning and Strategies for Inclusion. Baltimore, MA: Paul H. Brookes Publishing.

Koutselini, M. (2008/2009). Teacher misconceptions and understanding of cooperative learning: An intervention study. Journal of Classroom Interaction, 43(2), 34-44.

Krol, K., Sleegers, P., Veenman, S., & Voeten, M. (2008). Creating cooperative classrooms: Effects of a two‐year staff development program. Educational Studies, 34(4), 343-360. DOI: 10.1080/03055690802257101

Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133-149. DOI:10.1016/j.edurev.2013.02.002

Lobato, C. (1998). El trabajo en grupo. Aprendizaje cooperativo en secundaria. Bilbao: Euskal Herriko Unibertsitatea.

Mayordomo, R.M., & Onrubia, J. (2015). El aprendizaje cooperativo. Barcelona: UOC.

Perrenoud, P. (2001). The key to social fields: Competencies of an autonomous actor. In D.S. Rychen & L.H. Salganik (Eds.), Defining and Selecting Key Competences. Göttingen: Hogrefe & Huber.

Rué, J. (1998). El aula: un espacio para la cooperación. In C. Mir (Coord.), Cooperar en la escuela. La responsabilidad de educar para la democracia. Barcelona: Graó.

Ruys, I., Van Keer, H., & Aelterman, A. (2014). Student and novici teachers’ stories about collaborative learning implementation. Teachers and Teaching: Theory and Practice, 20(6), 688-703. DOI: 10.1080/13540602.2014.885705

Rychen, D.S., & Salganik L.H. (Eds.) (2001). Defining and selecting key competences. Göttingen: Hogrefe & Huber.

Sharan, S., & Sharan, S. (1994). Handbook of Cooperative Learning Methods. London: Praeger.

Sharan, Y. (2010). Cooperative Learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45, 2, 300-313. DOI: 10.1111/j.1465-3435.2010.01430.x

Sharan, Y. (2015). Meaningful learning in the cooperative classroom. Education 3-13, 43, 1, 83-94. DOI: 10.1080/03004279.2015.961723

Stainback, S., & Stainback, W. (1999). Curriculum consideration in inclusive classrooms. Baltimore: Paul H. Brookes.

Topping, K., Duran, D., & Van Keer, H. (2015). Using peer tutoring to improve reading skills. London: Routledge.

Veenman, S., van Benthum, N., Boosma, D., van Dieren, J., & van der Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18, 87–103.

Wells, G. (1999). Dialogic Inquiry. Cambridge: The Press Syndicate of the University of Cambridge.

DOI: http://dx.doi.org/10.17583/ijep.2017.2504

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

International Journal of Educational Psychology - IJEP | ISSN: 2014-3591

Legal Deposit: B.34286-2012 | https://ijep.hipatiapress.com | ijep@hipatiapress.com