KOOPERATIVNO UČENJE U NASTAVI JEZIKA I KNJIŽEVNOSTI

Abstract

Contemporary teaching methods and approaches are increasingly being directed towards learners (instead of teachers), learner competences (instead of abilities), learner autonomy and responsibility for learning (instead of viewing them as “empty recepticles”, i.e. passive participants in the learning process). Thus, learners and learner outcomes have been growingly placed at the forefront of modern-day teaching, which is visible both in scholarly papers within the educational studies, as well as tendencies in teaching practices and practical suggestions proposed by national education systems. In conclusion, despite the insightful comments given by a large number of the participants, some teachers still appear to cling to the belief that traditional classes and the teacher as the only relevant source of knowledge are crucial for complex teaching units (e.g. the introduction of a grammar unit that learners find difficult and complex). Finally, it is deemed necessary that teachers in Serbian state schools should be given support and trained in such a teaching approach. Consequently, the fact that a considerable number of the participants expressed their wish to attend a cooperative learning workshop is promising. Finally, in future studies, we aim to investigate not only the general perception of language teachers, but also their knowledge on concrete cooperative learning postulates to gain more valuable insights into the extent to which teachers are familiar with this teaching approach, but also to determine their beliefs and attitudes towards its actual use in the classroom. Such investigations might provide a step forward in Educational Studies, as well as Applied Linguistics.