Abstract:

Transferring cooperative learning strategies to the classroom can succeed when the initial teacher training program is effective. During the COVID-19 pandemic, when this training happened online, the difficulties were even more challenging. The purpose of the study was to examine pre-service teachers’ experiences during their instruction in using cooperative learning strategies in two virtual face-to-face (F2F) classes in 2021. Further, it aimed to explore how the implementation of the interactive teaching strategies happened and what the preschool and primary school pupils’ reactions were. The study was built upon the structure-process-outcome theory (Johnson & Johnson, 2018) and used qualitative methodology. The research design was a case study with an action research component, as the aim was to understand the participants’ experiences and collect recommendations for better practices.

The participants were students from the Pedagogy of Preschool and Primary School academic program, 27 in the second year and 23 in the third year of their studies. They went through a training in cooperative learning during one semester in the Inclusive Instruction and Civic Education classes. Data collection methods included: two focus group discussions (seven participants in one group and three participants in the second group), course evaluation forms (12 from one class and 19 from the second class), observations, and students’ reflective journals (100 from the first class and 110 from the second class).

The themes that emerged from data showed the pre-service teachers’ interest in learning modern and interactive teaching strategies and their motivation to apply those strategies in their classes. The findings showed that pupils’ interest and involvement in class increased, thus motivating teachers to continue the implementation of cooperative learning strategies in their teaching. The participants recommended including more micro-teaching and enriching the repertoire of interactive teaching strategies presented and demonstrated during the training.

Keywords:

Pre-service teachers, training model, case study, action research, cooperative learning, preschool, primary school pupils, Romania.