Exploring Teachers' Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study

Autor/inn/en	Tadesse, Tefera; Asmare, Aregu; Ware, Hashim
Titel	Exploring Teachers' Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study
Quelle	In: Education Sciences, 11 (2021), Artikel 332 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ware, Hashim)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Cooperative Learning; State Universities; Teaching Methods; Phenomenology; Case Studies; Teacher Attitudes; Educational Change; Foreign Countries; Undergraduate Students; Student Centered Learning; College Faculty; Faculty Development; Teaching Experience; Ethiopia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Staatliche Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Lehrerverhalten; Bildungsreform; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; Äthiopien
Abstract	A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers' lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates' classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01