Cooperative learning and team culture in schools: Conditions for

teachers’ professional development

Student’s Name/ ID Student’s Name/ ID ：： Vivian 9722607Vivian 9722607

Betty 9722609Betty 9722609

Yuri 9722616 Yuri 9722616

InstructorInstructor ：： Philip LinPhilip Lin

Dec. 8th. 2008

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Krecic, M. J. & Ivanuš Grmek, M. (2008). Cooperative learning and team culture in schools: Conditions for teachers’ professional development. Teaching and Teacher Education. 24(1), 59-68.

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Content

I. Introduction II. Research questionsIII. MethodologyIV. ResultsV. Conclusion VI. Discussion

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Introduction

This study done in Slovenia examined grammar and elementary teachers’ perception of cooperative learning.

(Krecic, M. J. & Ivanuš Grmek, M., 2008)

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Introduction

Background of studyA teacher is required to

have a higher level of professionalism because of the new circumstances. Thus, the importance of a teacher’s professional growth is being increasingly stressed.

(Krecic, M. J. & Ivanuš Grmek, M., 2008)

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Introduction

Purpose of the study1. To point out the importance of collaboration and

team culture for a teacher’s professional development.

2. To present the actual situation of in the Slovenia education system by pervading answer to the question of how teachers perceived (cooperative) learning and their own relation on it.

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Introduction

Literature review1. The connection between a teacher’s personal and

institutional development：The importance of teachers’ meeting and working in small group in witch they plan together, testing learning processes and assess their effectiveness.

(Hargreaves and Fullan, 2000)

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Introduction

Literature review2. Characteristic of different school cultures：

(Hargreaves and Fullan, 2000; ,Hargreave, 1995)

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Research questions

How do teachers assess the value of group learning activities in contrast to individual of(1) the role of the type of the school (grammar or

elementary school)(2) the role of duration of teacher’s professional

experience?

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Methodology

Participants ： 542 teachers

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Methodology

Procedures

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Methodology

Data collection methods

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Methodology

Data analysis methodsThe descriptively expressed scales were weighted by SPSS (version 12) with the following numerical values:

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Results

1. Group learning is considered more important by elementary school teachers than by grammar school teachers.

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Results

2. Among groups of teachers with different durations of work experience (seniority), the highest rating for group learning is recorded by novices.

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Conclusion

1. Group teaching can be achieved by providing systematic support to a teacher during his independent establishment of balance with strategies.

2. The collaborative culture can be talked with the same enthusiasm about problems and about successful work in a classroom.

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Discussion

• The reasons for the differences between elementary and grammar school teachers

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Thanks for your listening!