Cooperative learning in primary education: A study on teachers' thinking and teaching practice in extremadura

Abstract

In this work teachers' conceptions and behaviours, regarding cooperative learning in Primary Education in Badajoz (Extremadura, Spain), are explored. Two data sources were triangulated: a semi-structured interview to a sample of 20 teachers, as well as a direct observation of other 25 teachers in the classroom for two weeks. The results show a discrepancy between what teachers say in the interviews and what they do in the classroom (where a scarce implantation of cooperative learning activities, structured and supported enough, is revealed). The main obstacle that teachers perceive is the student tendency to develop copy-imposition behaviours that hinders individual reflection and learning. Finally, the implications of these results for teacher education are discussed.