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This article reports on
a study focused on how primary school teachers in Geneva put
into practice an instructional approach - cooperative pedagogy
– for which they have received in-service training. Some
issues concerning teacher in-service training are laid out,
as well as methodological aspects of the present research. Data
analysis shows that the cooperative activities designed by the
teachers and the practices declared by those interviewed correspond
globally to the characteristics of cooperative pedagogy. However,
various modes of implementation appear, linked especially to
the way the social aspects of the approach are taken in account.
The findings concerning the factors affecting the practice of
this approach suggest some implications for in-service training
in cooperative pedagogy. |
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