Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction
| Autor: | Jordi Colomer, Remigijus Bubnys, Dolors Cañabate, Teresa Serra |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Cooperative learning
Higher education Teaching method Reflective practice Geography Planning and Development Identity (social science) TJ807-830 Team learning approach in education 010501 environmental sciences Management Monitoring Policy and Law Aprenentatge -- Treball en equip TD194-195 Teaching -- Methodology 01 natural sciences Renewable energy sources Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Narrative GE1-350 Ensenyament cooperatiu professional identity 0105 earth and related environmental sciences Ensenyament -- Metodologia Learning -- Study and teaching Environmental effects of industries and plants Renewable Energy Sustainability and the Environment business.industry 05 social sciences reflective learning 050301 education Rubric Focus group cooperative learning Environmental sciences higher education Aprenentatge -- Ensenyament instructional approaches Psychology business 0503 education Education Cooperative |
| Zdroj: | Sustainability, 2019, vol. 11, núm. 21, p. 5970 Articles publicats (D-DE) DUGiDocs – Universitat de Girona instname Sustainability, Vol 11, Iss 21, p 5970 (2019) Sustainability Volume 11 Issue 21 |
| Popis: | This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students&rsquo reflections were scored using two rubrics. The first elements scored from the pre-service teacher&rsquo s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing on possible actions through questions and hypotheses, and arguing for concrete learning objectives. The second rubric scored elements of the pre-service teachers&rsquo professional identity, including self-esteem, task perception, job motivation, and expectations about future jobs. The results from the instructional cooperative approaches based on the reflections on the in-practice at a primary school disclosed the differences between them, with the non-structured approach scoring higher than the structured one. The cooperative challenges, when embedded in the reflection process, profoundly helped pre-service teachers to identify aspects of their professional identity that would ensure an effective intake of sustainable competences. |
| Databáze: | OpenAIRE |
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