Abstract:
Research shows that while policymakers and researchers value cooperative learning (CL) highly for its educational benefits, it is often used superficially, or not at all, by schoolteachers globally because of their misunderstandings and limited experience with CL. Correspondingly, attention needs to be given to the ways in which professional learning can provide student teachers with theoretical understandings of CL and experiences practising it during their initial teacher education (ITE) programmes. This thesis investigated how cooperative learning professional learning (CLPL), in a physical education teacher education (PETE) programme at a Chinese university, influenced students’ perspectives on and their implementation of CL. The interconnected model of professional growth was used as a theoretical lens to view the study.
Utilising an interpretive, qualitative case study methodology, I collected multiple types of data from 20 PETE students, a teacher educator, and seven associate teachers. The data sources included focus groups, semistructured interviews, postlesson interviews, classroom observations, concept maps, reflective journals, instructional materials, and field notes. An interactive cycling coding approach was used to analyse the data.
Findings of this study showed that the PETE students developed their knowledge of, commitment to, and beliefs about CL during the CLPL. Eight of the PETE students endeavoured to construct a positive CL environment during their school practicum but encountered problems, such as forming heterogeneous groups. The critical role of microteaching, reflection, and coaching facilitation in supporting the PETE students’ professional growth and confidence using CL was identified.
Although CL is a part of education policy and research in China, student-centred pedagogies have not been evident in physical education in authentic educational settings. The outcomes of this study suggest that in school physical education contexts, where CL is new, student teachers’ perspectives will be enhanced by microteaching experience in university course work and coaching facilitation by a CL community of practice in school practicum. This research has implications for CL in ITE, particularly PETE, through identifying the interconnectedness of professional learning, student teachers’ school-based practice, and changes in their perspectives on CL in physical education.