Teaching Cooperative Learning: The Challenge for Teacher by Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon-Sherwin

By Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon-Sherwin

Explores cooperative studying practices.

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Extra info for Teaching Cooperative Learning: The Challenge for Teacher Education (Teacher Preparation and Development)

Sample text

At OISE/UT our efforts to incorporate cooperative learning and collaborative norms into the initial preparation of teachers at the University of Toronto have been enhanced by key elements of our institutional context: administrative leadership and support, faculty renewal and development, consensus on program images or outcomes, teacher education partnerships with schools and school districts, and the shift to a cohort-based design for planning and delivering the preservice program. The case illustrates our sense that teacher candidate development occurs through the deliberate combination and interaction of various elements over a period of time.

Toronto: Bookation. , Rolheiser, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto: Educational Connections. , & Bailey, B. (1993). Learning together: The impact of joint professional development experiences for pre-service and in-service teachers. Paper presented at the Canadian Society for Studies in Education Annual Conference, Ottawa, ON. Erskine-Cullen, E. ). (1995). The Learning Consortium. School Effectiveness and School Improvement, 6(3), 187–282. , Bennett, B.

These changes made it possible for faculty to coordinate plans and to infuse focuses of teacher candidate development, like cooperative learning, across the program. And third, consensus around a set of images or outcomes for teacher development legitimated the emphasis on cooperative learning, and positioned those focuses of teacher candidate learning within a holistic framework for teachers’ initial and continuing professional growth. A STRATEGIC FRAMEWORK FOR TEACHER LEARNING Our approach to cooperative learning within the preservice program has been guided by three interrelated conceptions of teacher development.

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