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Paper on reflections on cooperative learning together with the Siauliai University (Lithuania)

Members of the Teaching Innovation Networks on Reflective and Cooperative Learning of the Institute of Sciences Education of the UdG (ICE-UdG) have published the paper entitled “Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction” in the Sustainability journal in collaboration with the Institute of Education of the Siauliai University (Lithuania). This research was funded by the ICE-UdG.

Teresa Serra and Jordi Colomer are coauthors of the paper entitled Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction, published in the Sustainability journal in collaboration with Dolors Cañabate from the Department of Specific Didactics of the UdG and Remigijus Bubnys from the Institute of Education of the Siauliai University (Lithuania). This research was done within the framework of the Teaching Innovation Networks on Reflective and Cooperative Learning of the Institute of Sciences Education of the UdG (ICE-UdG) and funded by the ICE-UdG.

This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing on possible actions through questions and hypotheses, and arguing for concrete learning objectives. The second rubric scored elements of the pre-service teachers’ professional identity, including self-esteem, task perception, job motivation, and expectations about future jobs. The results from the instructional cooperative approaches based on the reflections on the in-practice at a primary school disclosed the differences between them, with the non-structured approach scoring higher than the structured one. The cooperative challenges, when embedded in the reflection process, profoundly helped pre-service teachers to identify aspects of their professional identity that would ensure an effective intake of sustainable competences.

Sustainability is an open access journal, and thus, the paper can be downloaded.

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