Cooperative pedagogy: from in-service training to practice

Abstract

This article reports on a study focused on how primary school teachers in Geneva put into practice an instructional approach – cooperative pedagogy – for which they have received in-service training. Some issues concerning teacher in-service training are laid out, as well as methodological aspects of the present research. Data analysis shows that the cooperative activities designed by the teachers and the practices declared by those interviewed correspond globally to the characteristics of cooperative pedagogy. However, various modes of implementation appear, linked especially to the way the social aspects of the approach are taken in account. The findings concerning the factors affecting the practice of this approach suggest some implications for in-service training in cooperative pedagogy.