Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

Dolors Cañabate, Remigijus Bubnys, Lluís Nogué, Lurdes Martínez-Mínguez, Carolina Nieva and Jordi Colomer
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Dolors Cañabate: Department of Specific Didactics, University of Girona, 17004 Girona, Spain
Remigijus Bubnys: Institute of Education, Vilnius University Siauliai Academy, 25 Visinskio Street, 76351 Siauliai, Lithuania
Lluís Nogué: Department of Specific Didactics, University of Girona, 17004 Girona, Spain
Lurdes Martínez-Mínguez: Department of Teaching Musical, Artistic and Corporal Expression, University Autònoma of Barcelona, 08193 Cerdanyola del Vallès, Spain
Carolina Nieva: Department of Teaching Musical, Artistic and Corporal Expression, University Autònoma of Barcelona, 08193 Cerdanyola del Vallès, Spain
Jordi Colomer: Teaching Innovation Networks on Reflective and Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain

Sustainability, 2021, vol. 13, issue 18, 1-18

Abstract: This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

Keywords: cooperative learning; inequalities; gender; pre-service teachers; primary education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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