Analysis of the Differences in Cooperative Learning Level Among Junior High School Teachers and Pathways for Enhancement
Based on a literature review and an open-ended questionnaire survey,this study developed an 11-item,three-factor questionnaire to measure cooperative learning level among junior high school teachers using the theory of inquiry circles of teacher cooperative learning as a framework.The questionnaire was administered to 57 1 junior high school teachers and the results showed that the overall level of cooperative learning among teachers was at the upper-middle level,with the highest score on the dimension of cooperative intention,followed by cooperative action and cooperative dialogue.There were significant differences in the level of cooperative learning among teachers in terms of region and gender,but no significant differences were found among teachers with different educational backgrounds,teaching experience,and grade taught,but there are significant differences in the dimension of cooperative action.To effectively improve cooperative learning level among junior high school teachers,the study suggests forming cooperative learning organizations that are oriented towards solving practical problems,conducting effective cooperative learning dialogues based on practical problems;breaking down psychological barriers between teachers and creating an open and inclusive culture of cooperative learning;encouraging heterogeneous teachers to cooperate and promote cooperative learning actions;enriching cooperative learning scenarios and improving cooperative learning literacy;and improving the teacher evaluation mechanism to enhance cooperative learning intention.
teacher cooperative learningcooperative intentioncooperative actioncooperative dialogueteacher professional development
万方数据
维普
