Abstract
The socialization of pre-service teachers (PSTs) depends on various actors. Researchers help them to build knowledge about variables that impact teaching models, including cooperative learning (CL). School teachers help them to efficiently implement teaching–learning environments, including CL configurations in real classrooms. However, these two tutors are insufficiently related to the aim of assisting novice physical education (PE) teachers to play a pivotal role in the transition to sustainable CL practices. Insufficient opportunities are provided for helping PE-PSTs to consider instructional precautions coming back on the theoretical foundations and practical barriers to CL implementation. Therefore, our purpose is to examine the conditions in which synergy between research and professional training may be strengthened to prepare PE-PSTs to durably establish CL in school curricula. The threefold aim of this paper is to examine whether PE-PSTs may be: (a) involved in research for opening new avenues in conducting their project under the researcher’s supervision in four main perspectives of CL, (b) trained in CL designs while experiencing instructional approaches and developing competencies to cope with constraints on information sharing, and (c) professionally socialized through the relevant connection between research and applied practice for progressively accessing a realistic and sustainable vision of CL.
Highlights
During the 20th century, human beings learned that individuals are economically, psychologically, and socially interdependent
The current conditions of physical education (PE)-pre-service teachers (PSTs) professional socialization are being reconsidered to meet the challenges of innovative implementations, multi-level and systemic approaches that consider whether research and PE teaching
According to cooperative learning (CL), a sustainable perspective of these environments is based on the co-creation of solutions provided cooperatively by faculty, staff, and community members in charge of PSTs’ professional socialization, which cannot be managed as a top-down initiative
Summary
During the 20th century, human beings learned that individuals are economically, psychologically, and socially interdependent. These institutional changes in the curriculum provided little room for changes in instructional practices dedicated to in-service and pre-service teacher (PST) education programs Such a situation questions how social challenges find their way into the school system through the lens of professional development. Acculturation to pedagogical models that lead children to feel positively interdependent to act cooperatively in a social context, and involving cognitive, affective, and motivational resources, is not just a spiritual supplement It is one of the main competencies that may be developed during the action, on the basis of experience and reflection [2,3]. Because the professional socialization process is centered on teaching models, the second vector concerns the way CL designs would be integrated in PE-PSTs’ vocational training to master instructional competencies turned towards a sustainable implementation of CL configurations in classrooms. Because PE-PSTs are expected to form links between university courses and fieldplacement experiences, the third vector concerns the bridges that teachers/researchers and instructors can build between theoretical and didactic advances for reinforcing university/school partnerships in teacher education through CL
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