Teachers' attitude and perception towards cooperative learning implementation: Influence of continuing training |
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| Institution: | 1. Faculty of P.Ossó, University of Oviedo (Spain), C/ Prao Picón, 33008, Oviedo, Asturias, Spain;2. Faculty of Teacher Training and Education, University of Oviedo (Spain), C/Aniceto Sela s/n, 33005, Oviedo, Asturias, Spain;1. School of Education and Tourism, University of Salamanca, Spain, Madrigal de las Altas Torres, 3, 05003 Ávila, Spain;2. Faculty of Education, University of Salamanca, Spain, Paseo de Canalejas, 169, 37008 Salamanca, Spain;1. Department of Secondary Education, California State University – Fullerton, 2600 Nutwood Ave., Fullerton, CA 92831, USA;2. California State University–Fullerton, College Park CP600-18, Fullerton, CA 92834-6868, USA;3. San Francisco State University, 1600 Holloway Ave, San Francisco, CA 94132, USA;1. School of Teacher Education, Huzhou University, Huzhou 313000, Zhejiang, PR China;2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan, ROC;1. School of Education, University of Tampere, Åkerlundinkatu 5, FI-33014, Finland;2. Department of Teacher Education, University of Helsinki, P.O. Box 9, 00014 Helsinki, Finland |
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| Abstract: | The aim was to assess the influence of a training program on teachers' attitudes and perceptions related to the implementation of cooperative learning in educational contexts. This influence was assessed based on the teachers' knowledge area, educational stage, age, gender and years of teaching experience. 990 teachers from 60 schools participated. Results indicated a positive attitude from the teachers, regardless of their subject area or educational stage. However, significant differences were found regarding age and teaching experience. Training has proven to be a powerful predictor of success for the implementation of cooperative learning in educational settings. |
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| Keywords: | Cooperative learning Continuing training Attitude Knowledge area |
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