Challenging Traditional Teacher Professional Development by Implementing Technology-Supported Cooperative Learning

Abstract

The goal of this study is to offer guidelines for the application of technology-supported cooperative learning professional development to enhance teachers’ self-directed learning skills. A qualitative approach was used which was informed by the interpretive paradigm. Many technology-supported cooperative learning professional development prototypes were created as part of the iterative design-based research methodology used in this study. Seven primary school Mathematics teachers from South African government schools participated in the technology-supported cooperative learning professional development for six weeks as part of a purposive sample. All the participants were scheduled for data collection through semi-structured interviews and follow-up interviews. The qualitative analysis computer data analysis system was used to prepare, process, and analyse the data collected from the semi-structured interviews. According to the findings of this research, teachers needed professional development that is affordable, flexible, intensive, and ongoing. The findings of the study provided insights into the best practices for implementing technology-supported cooperative learning professional development and enhancing teachers' self-directed skills. The study has the potential to contribute to the field of professional development for teachers as it will provide evidence-based recommendations for the effective and sustainable implementation of technology-supported cooperative learning professional development.