Cooperative learning: reported practices and appropriation factors

Abstract

This study documents the appropriation of cooperative learning by teachers who followed an initiation in continuous training. The teachers report an average of 25% of their teaching time setting up cooperative group work. They declare preparing pupils to cooperate and organizing their interactions under this pedagogy’s principles. However, the link between these previous variables is weak. Respondents express difficulties to manage time and operationalize positive interdependence. They identify learning goals and teaching methods as a weigh on their practice; the perception of benefits for pupils as well as collegial and institutional support are considered as leverages.