School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, General; Education, Teacher Training; Education, Curriculum and Instruction
Cooperative Learning, Experienced Teacher, Instructional Strategies, Phenomenology, Teacher Efficacy, Teacher Perceptions
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Teacher Education and Professional Development
Robinson, Susan, "A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom" (2012). Doctoral Dissertations and Projects. 627.
This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3 - 12 school in Broward County, Florida. The study's purpose was guided by the following questions: (1) What do experienced teachers perceive about cooperative learning training as it relates to their classroom teaching? (2) What do experienced teachers perceive regarding cooperative learning use as it relates to their classroom teaching? (3) What are the impacts of cooperative learning training and implementation on experienced teachers? (4) What challenges do experienced teachers face when implementing cooperative learning structures in their classrooms? The participants in this study took part in multiple cooperative learning training sessions and were then observed for six weeks using the strategies taught during training. Following the observation period, I interviewed the participants to document their perceptions about cooperative learning training and its use in their classrooms. Data analysis revealed that study participants perceived the training sessions and actual implementation of cooperative learning to be overall positive experiences. They also revealed that challenges existed with implementing cooperative learning. These implications are explored and further recommendations for administrators and school systems are discussed along with suggestions for further investigation.