Abstract
An emphasis on providing authentic and inclusive educational experiences to students has been recommended in many educational systems as essential for motor, social, and psychological development. Despite the focus of recent studies on the preparation of physical education (PE) teachers for entering the profession, little attention has been paid to beginner teachers and how these teachers can promote educationally rich PE experiences. Therefore, this study sought (1) to understand how a novice PE teacher implemented the cooperative learning model and shared the responsibility for teaching–learning processes with students; and (2) to examine students’ perspectives about their cooperative experiences and student-centered learning. Participants included 25 high school students and one novice PE teacher. Through an action-research design, data were collected by utilizing three qualitative techniques and analyzed using thematic analysis. CL was found to be a complex model that needed time to be implemented effectively and allow students to take advantage of its potential. The development of cooperative relationships allowed students to assume greater responsibility in the lessons. Novice teachers should be encouraged to adopt CL and promote a gradual process of sharing responsibility with students.
Highlights
The development of cooperative relationships allowed students to assume greater responsibility in the lessons
In Physical Education (PE), Cooperative Learning (CL) has been important in the four learning domains, i.e., physical, cognitive, social, and affective [9]
From CL, students can improve their ability to listen to others, construct understanding together, and respect, encourage, and support each other to learn [11,12,13]
Summary
The development of cooperative relationships allowed students to assume greater responsibility in the lessons. Novice teachers should be encouraged to adopt CL and promote a gradual process of sharing responsibility with students. Cooperative Learning (CL) has been seen as a student-centered model (SCM) capable of promoting students’ active engagement [8] and improvement. The model has five elements: positive interdependence, appropriate social skills, promotive face-to-face interaction, individual accountability, and group processing, which have been identified as critical and are widely described in the literature [9,10]. Can be used in a great variety of curricular contents such as team sports (e.g., volleyball, basketball, football), individual sports (e.g., table tennis) and sports related to health and basic motor skills [15]; (2) has been mostly investigated in primary and secondary education; (3) with the main purpose for understanding the model effects in students’
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