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Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

Author

Listed:
  • Francisco D. Guillén-Gámez

    (Department of Didactics and School Organization, Faculty of Education, University of Almería, 04120 Almería, Spain)

  • Lina Higueras-Rodríguez

    (Department of Didactics and School Organization, Faculty of Education, University of Almería, 04120 Almería, Spain)

  • Marta Medina-García

    (Department of Didactics and School Organization, Faculty of Education, University of Almería, 04120 Almería, Spain)

Abstract

There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance.

Suggested Citation

  • Francisco D. Guillén-Gámez & Lina Higueras-Rodríguez & Marta Medina-García, 2020. "Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession," Sustainability, MDPI, vol. 12(6), pages 1-13, March.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:6:p:2215-:d:331797
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    References listed on IDEAS

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    3. Dolors Cañabate & Teresa Serra & Remigijus Bubnys & Jordi Colomer, 2019. "Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction," Sustainability, MDPI, vol. 11(21), pages 1-18, October.
    4. M. Teresa Fuertes-Camacho & Mariona Graell-Martín & Mariana Fuentes-Loss & M. Carmen Balaguer-Fàbregas, 2019. "Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy," Sustainability, MDPI, vol. 11(3), pages 1-25, February.
    5. Deerfield, Amanda, 2019. "Quantile regression analysis of cooperative learning effects," International Review of Economics Education, Elsevier, vol. 30(C), pages 1-1.
    6. Juan Miguel Morales & Benjamín Olea & Miguel Atencia & Nicolás Madrid, 2019. "Fostering the cooperative learning of mathematics in engineering schools," Proceedings of Teaching and Education Conferences 8410856, International Institute of Social and Economic Sciences.
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