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Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

Department of Didactics and School Organization, Faculty of Education, University of Almería, 04120 Almería, Spain
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Sustainability 2020, 12(6), 2215; https://doi.org/10.3390/su12062215
Received: 24 February 2020 / Revised: 7 March 2020 / Accepted: 8 March 2020 / Published: 12 March 2020
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance. View Full-Text
Keywords: cooperative learning; pre-service teachers; university education; regression cooperative learning; pre-service teachers; university education; regression
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MDPI and ACS Style

Guillén-Gámez, F.D.; Higueras-Rodríguez, L.; Medina-García, M. Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession. Sustainability 2020, 12, 2215. https://doi.org/10.3390/su12062215

AMA Style

Guillén-Gámez FD, Higueras-Rodríguez L, Medina-García M. Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession. Sustainability. 2020; 12(6):2215. https://doi.org/10.3390/su12062215

Chicago/Turabian Style

Guillén-Gámez, Francisco D., Lina Higueras-Rodríguez, and Marta Medina-García. 2020. "Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession" Sustainability 12, no. 6: 2215. https://doi.org/10.3390/su12062215

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