The Co-Construction of Cooperative Learning in Physical Education: Generalist Classroom Teachers' Perspectives

• In Event: Roundtable Session 25
  In Roundtable Session: Cooperative Learning, Constructivist Pedagogies, and Student Opportunities

Abstract

This study explored the co-construction of Cooperative Learning as a pedagogical model in physical education. The project employed a case study design (Stake, 2006) to investigate generalist classroom teachers’ perspectives of the implementation of Cooperative Learning. Data collection included teacher interviews, reflective journals, and field notes from lesson observations. The researchers drew three categories from the data: Students not Possessing Needed Social Skills, Teachers’ Understanding of Cooperative Learning, and Changing Pedagogy to a Student Focus. Teachers reported a shift towards a more student-centered pedagogy, but this pedagogical change took time, support, and critical reflection. This research supports the need for Continuing Professional Development to help teachers reflect, identify, and overcome obstacles when implementing a new pedagogical model.

Authors

• Ben P. Dyson, The University of Auckland

• Rachel Colby, Papatoetoe South School