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Teaching Cooperative Learning

The Challenge for Teacher Education

Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon-Shevin

Publication Year: 2004

Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education. Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the essays in the volume demonstrate, a new alignment of field experiences to provide support for novices to implement cooperative strategies, and to receive timely and effective supervision for these attempts, may also be required.

Published by: State University of New York Press

Title and Copyright Pages

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Contents

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pp. v-vi

List of Illustrations

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pp. vii-

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Foreword: A Teacher Educator’s Perspective

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pp. ix-xi

Teacher educators who value and practice cooperative learning will welcome the rich and varied menu of programs this book offers. The program descriptions deal with the daily realities and complexities of running courses, programs, and teacher education models that have cooperative learning at their core. Each chapter summarizes what the authors learned from their program and the implications they see for the continued development of teacher education programs....

Acknowledgments

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pp. xiii-

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Introduction

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pp. 1-10

As schools have become increasingly diverse, the demands on teachers have changed accordingly. Many schools of education that prepare teachers now recognize that all teachers must have the skills, abilities, and attitudes necessary to teach heterogeneous groups of learners within their individual classrooms and schools. ...

PART I: The Cases

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1. Practices in Teacher Education and Cooperative Learning at the University of Toronto

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pp. 13-30

Preparing new teachers for today’s classrooms, schools, and communities demands different approaches to teacher education. For many faculties of education this means creating cultures that are not only responsive to externally changing contexts, but are also proactive and explicit about working on the continuing development of their own institutional cultures. ...

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2. Teacher Decision Making for Cooperative Learning in a Preservice Master’s Program by

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pp. 31-46

Lewis & Clark College is a small, liberal arts college in the Pacific Northwest. Influenced by the Holmes Group (1986) regarding the desirability of graduate-level teacher preparation, in 1986 the teacher education faculty redesigned its preservice program to become a fifth-year master’s program (fifteen months) to prepare elementary, middle, and secondary teachers. ...

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3. Educating Teachers for Socially Conscious Cooperative Learning

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pp. 47-64

Cooperative learning is a powerful approach to learning because it is both an effective pedagogy and a compelling philosophy and worldview. Through teacher education programs we can provide professional training that educates teachers both to effectively implement cooperative learning in their classrooms and to develop a more reflective consciousness about cooperation as an idea and value and its application to schools and society. ...

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4. Cooperative Learning In Teacher Education: A Four-Year Model

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pp. 65-81

From the pressures of raising national standards to the complex demands of increasingly diverse classrooms, the teaching profession faces great challenges in the twenty-first century. The preservice education of teachers must equip them to meet effectively these competing demands. ...

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5. Cooperative Learning in Preservice Teacher Education at the University of Maryland

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pp. 83-95

Cooperative learning represents a paradigm shift for many classroom teachers. Although the advantages seem obvious to some teachers, others see the complexities of implementation as forbidding. Particularly at the secondary level, there is a reluctance to incorporate cooperative learning into a repertoire of strategies. ...

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6. Preparing Secondary Teachers to Use Cooperative Learning Strategies

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pp. 97-110

This quote reflects the commonly held belief that secondary teachers instruct primarily using the models they have personally experienced. If there is no cooperative learning in typical secondary classrooms, we cannot expect the graduates of secondary teacher education programs to implement these strategies in their own classrooms. ...

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7. Cooperation And Collaboration in a Foreign Language Teacher Training Program: The LMR-Plus Model

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pp. 111-127

This chapter focuses on collaborative and cooperative learning in the context of foreign language teacher training in the European dimension. Teaching foreign languages has become one of the most pressing goals in the European educational context (Finkbeiner, 1995) and foreign language teacher training is being redefined and restructured. ...

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8. The Integrated Semester: Building Preservice Teachers’ Commitments to the Use of Cooperative Learning as Essential Pedagogy

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pp. 129-142

West Chester University is a regional comprehensive university with a long history of teacher education. The Department of Elementary Education has the largest number of students in the university with approximately twelve hundred students seeking elementary certification. ...

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9. Teaching Demanding Strategies for Cooperative Learning: A Comparative Study of Five Teacher Education Programs

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pp. 143-165

This study of five campuses grew out of a long-term project centered at Stanford University in which Stanford collaborated with teacher educators at five campuses of the California State University (CSU).1 The general purpose of the project was to find out what was necessary in order to “scale up” the successful strategies of the Program for Complex Instruction. ...

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10. Stepping into Groupwork

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pp. 167-182

Learning to teach in heterogeneous classrooms has become a critical component of many preservice teacher education programs. Preparing beginning teachers to use strategies that promote learning at a high intellectual level in classrooms where students have a wide range of previous academic achievement and varying levels of proficiency in the language of instruction is one of the greatest challenges facing these programs today. ...

PART II: Commentaries

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11. The Instructional Design of Cooperative Learning in Teacher Education

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pp. 185-194

When the editors hold conversations with teacher educators about how to improve the preparation of teachers in cooperative learning, we are often asked, “What are the best ways to prepare novice teachers so that they can use cooperative learning well in their classrooms? Are there teacher education programs that can advise us about what works and what novice teachers can reasonably be expected to master as they enter teaching?” ...

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12. Pockets of Excellence: Implications for Organizational Change

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pp. 195-201

The authors of the chapters in this volume honestly described their struggles against difficulties in achieving their vision of a new generation of teachers playing new and different roles. In one sense, their trials and tribulations are case studies of the organizational difficulties with current arrangements in teacher education operating in a turbulent environment. ...

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13. Cooperative Learning and Teaching For Social Justice

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pp. 203-209

The chapters in this volume evidence a wide range of approaches to teaching cooperative learning (and teaching cooperatively) within teacher education programs. These programs differ in many ways: the centrality of cooperative learning to the overall program, the types of cooperative learning students are taught and expected to practice, and the relationships between classroom and field experiences. ...

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14. The Role of the Classroom Teacher in Teacher Education

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pp. 211-215

The classroom teacher is a critical link between the coursework and practical field experience of the preservice teacher. As many authors in this volume have explained, unless the preservice teacher has the opportunity to work with a classroom teacher who is a model and who provides guided experience in cooperative learning, it is very difficult for the novice to adopt this strategy for instruction in her/his own classroom. ...

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Conclusion

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pp. 217-223

This book marks the first time that information has been collected on how cooperative learning is conceptualized and implemented within teacher education programs. The cases selected for inclusion are not a random sample. Indeed, each program represents significant, longstanding commitment by faculty to the importance of this instructional strategy. ...

Contributors

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pp. 225-228

Index

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pp. 229-234


E-ISBN-13: 9780791485644
Print-ISBN-13: 9780791459690
Print-ISBN-10: 0791459691

Page Count: 248
Illustrations: 8 tables, 4 figures
Publication Year: 2004

Series Title: SUNY series, Teacher Preparation and Development
Series Editor Byline: Alan R. Tom