COOPERATIVE LEARNING IN THE PRIMARY SCHOOL CLASSROOM: THE TEACHER AS IMPLEMENTER

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dc.contributor.author Taitz, Lynette
dc.date.accessioned 2006-04-24T07:35:26Z
dc.date.available 2006-04-24T07:35:26Z
dc.date.issued 2006-04-24
dc.identifier.uri http://hdl.handle.net/10539/345
dc.description Degree: PhD Department: Education en
dc.description.abstract In the context of South African Outcomes Based Education, specific teaching methods, materials and techniques are required, a major candidate being Cooperative Learning. Change is the key issue in bringing about the learning, implementation and use of Cooperative Learning. In an Elementary School, a Grade 4 teacher was tracked for two years as she implemented Cooperative Learning. In the first year of the study, the teacher’s practice was examined in relation to whether or not her learning about and implementing Cooperative Learning brought about change in her practice. In the second year, the observations focused on whether the teacher could sustain change and develop further. The vehicle selected to bring about change was Action Research. However, the way in which reflection is formulated in Action Research is limited and it needs further articulation. An examination of Reflective Practice as it operates on different levels and in different ways in this study leads to a more elaborated explanation of reflection. The outside researcher, subject to specific criteria, plays an important part in the teacher’s reflection. This view of Reflective Practice as formulated in this study also reveals the nature of Cooperative Learning more deeply. en
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dc.language.iso en en
dc.subject Cooperative Learning en
dc.subject Action Research en
dc.subject Reflective Practice en
dc.title COOPERATIVE LEARNING IN THE PRIMARY SCHOOL CLASSROOM: THE TEACHER AS IMPLEMENTER en
dc.type Thesis en


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