Cooperative Learning to Reduce Inequalities : Instructional Approaches and Dimensions
Cañabate Ortiz, Dolors (Universitat de Girona. Departament de Didàctiques Específiques)
Bubnys, Remigijus (Vilnius University. Institute of Education)
Nogue, Lluis (Universitat de Girona. Departament de Didàctiques Específiques)
Martínez Mínguez, Maria Lourdes (Universitat Autònoma de Barcelona. Departament de Didàctica de l'Expressió Musical, Plàstica i Corporal)
Nieva, Carolina (Universitat Autònoma de Barcelona. Departament de Didàctica de l'Expressió Musical, Plàstica i Corporal)
Colomer, Jordi (Universitat de Girona. Institut de Ciències de l'Educació)

Data:	2021
Descripció:	17 pàg.
Resum:	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.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Cooperative learning ; Gender ; Inequalities ; Pre-service teachers ; Primary education
Publicat a:	Sustainability, Vol. 13 Núm. 18 (2021) , article number 10234, ISSN 2071-1050

DOI: 10.3390/su131810234

17 p, 314.5 KB

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