Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction

Dolors Cañabate, Teresa Serra, Remigijus Bubnys and Jordi Colomer
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Dolors Cañabate: Department of Specific Didactics, University of Girona, 17004 Girona, Spain
Teresa Serra: Department of Physics, University of Girona, 17003 Girona, Spain
Remigijus Bubnys: Institute of Education, Siauliai University, 25 Visinskio Street, 76351 Siauliai, Lithuania
Jordi Colomer: Teaching Innovation Networks on Reflective and Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain

Sustainability, 2019, vol. 11, issue 21, 1-18

Abstract: 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’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’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’ 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.

Keywords: cooperative learning; reflective learning; higher education; instructional approaches; professional identity (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (8)

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