Collaborative learning experiences and development of capabilities among first-year pre-service teachers learning Cell Biology concepts

Abstract

This study describes an exploration of the influences of educator generated participatory learning tasks on pre-service teachers’ capabilities for learning about concepts individually and together, in collaborative learning tasks. The article describes a qualitative and interpretive case study conducted with Natural Sciences first-year student teachers who worked in groups to learn about and teach back specific concepts about Cell Biology to the class. The study explores one of the ways lecturers can facilitate pre-service teachers in large classes to engage with humanising processes of learning of concepts in the context of Education for Sustainable Development (ESD). Data generation methods included observations (with video and audio recordings) of group work and presentations, questionnaires and interviews. Sen's (1999) Capability Approach on valued beings and doings informed the thinking behind the tool used to trace what student teachers became and what they could do by the end of the activity. Whether pre-service teachers managed or enjoyed working in teams or individually, the group interactions stimulated development of individual and collective capabilities for learning. In conclusion, engaging student teachers working in group tasks tended to facilitate development of individual and collective capabilities that promote learning of concepts.