Challenging Traditional Teacher Professional Development by Implementing Technology-Supported Cooperative Learning

Gordon Sekano, Dorothy Laubscher, Roxanne Bailey

Abstract


This article sets out to provide guidelines on the implementation of technology-supported cooperative learning professional development (TSCL PD) to enhance teachers’ self-directed learning (SDL) skills. A qualitative approach was used, which was informed by the interpretive paradigm. This research followed an iterative design-based research (DBR) approach, with several prototypes of the TSCL PD developed. A purposive sample was used and seven mathematics primary school teachers teaching at South African governmental schools were involved in the TSCL PD for a period of six weeks. All the participants were scheduled for data collection through semi-structured interviews and follow-up interviews. According to the findings of this research, teachers needed professional development (PD) that is both affordable and flexible, intensive and ongoing. The findings also revealed that teachers valued the practical PD sessions and considered them to be very beneficial. The findings revealed that TSCL as a PD strategy can promote continuous, lifelong learning by allowing teachers to collaborate and share ideas and materials in order to develop their teaching methodologies, regardless of their geographical proximity.

https://doi.org/10.26803/ijlter.22.3.31


Keywords


professional development; cooperative learning; self-directed learning; technology-supported cooperative learning; design-based research

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References


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