Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction
dc.contributor.author
dc.date.accessioned
2019-11-07T08:40:01Z
dc.date.available
2019-11-07T08:40:01Z
dc.date.issued
2019-10-27
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dc.description.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
dc.description.sponsorship
This research was funded by the Institute of Education Sciences, University of Girona (ICE-UdG)
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application/pdf
dc.language.iso
eng
dc.publisher
MDPI (Multidisciplinary Digital Publishing Institute)
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Reproducció digital del document publicat a: https://doi.org/10.3390/su11215970
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Sustainability, 2019, vol. 11, núm. 21, p. 5970
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Articles publicats (D-DE)
dc.rights
Attribution 4.0 International
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dc.subject
dc.title
Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction
dc.type
info:eu-repo/semantics/article
dc.rights.accessRights
info:eu-repo/semantics/openAccess
dc.type.version
info:eu-repo/semantics/publishedVersion
dc.identifier.doi
dc.type.peerreviewed
peer-reviewed
dc.identifier.eissn
2071-1050