Abstract:
This research project investigated the development of cooperative learning in twelve teachers' practices with reference to their varying involvement in three phases of ongoing professional development opportunities. It identifies developmental patterns evident in their practice and encouraging or discouraging factors which impinged on their continuance of the approach. Taking a formative evaluation approach, ways were sought to identify what future professional development arrangements might best support teachers to develop the approach beyond an early stage of implementation.
The study found that structured training and collegial coaching opportunities made a difference to the degree and depth of development. In addition, teacher belief in the approach when reinforced by student outcomes was a strong encourager to persevere. School support, although valued by the participants, was the factor teachers least experienced by teachers, yet this did not generally deter perseverance. The study concludes with four key recommendations for professional development support:
1. The integration of reflective practices linking teachers' beliefs with developmental assessment
2. The importance of providing ongoing sequential training opportunities
3. The need to integrate in-school and out of school professional development initiatives, and
4. The importance of structuring opportunities for teachers to develop collegial relationships inside and outside the school.
