COOPERATION AS AN INDIVIDUAL AND COLLECTIVE TASK OF DEVELOPMENT IN THE PROFESSION OF TEACHING

Abstract

The article presents the results of applying cooperative forms of work, new cooperative learning formats, and cooperative forms of testing the acquired knowledge in university teacher training programs in Germany. This experience is of great importance since it is a pilot project.

The subject matter of the research is cooperative forms of work, suggesting fundamentally new organizational and methodological approaches grounded on the underlying principle of positive interaction in small student groups following the example of joint moderation in the context of the study “Ko-Le3 - Cooperative teaching and learning in the teacher training program for teaching and learning.”

Based on student reflective assessment reports, this study exposes the results of a conducted qualitative analysis of student workshop interactions in teaching and learning situations, and summarizes the challenges of cooperative learning and cooperative examination formats in teacher training.

It has been ascertained that cooperative learning and teaching fostered a new level of interaction among teacher-trainees which they estimated in various ways. However, on the whole, the result of student interaction at the tutorial revealed their learning ability and enhanced their professional, personal and social competencies at the stage of their university training.

Cooperative learning in the system of teaching teacher-trainees is interpreted as a purposeful process of involving students in collective forms of interaction when resolving pedagogical issues related, in particular, to planning and implementing pedagogical innovations aimed at improving the quality of educational activities.

The conclusion accentuates that cooperation cannot be acquired naturally, but only in created learning conditions. Therefore, cooperation should become a developmental task for each teacher at the individual and collegiate level throughout their professional life, as well as the most essential professional challenge. In this way educators and teachers can realize the need to advance a cooperative culture and receive professional support from colleagues.