The Impact of Collaborative Learning on Teachers’ Pedagogical Skills and Instructional Practices
Keywords:
Collaborative, Professional Development, Self-efficacy, learning activities, Pedagogical skillsAbstract
Collaborative learning is a teaching and learning approach in which groups of students work together to solve problems, finish tasks, or produce a product. The focus of the present study was to investigate the impact of collaborative learning on teachers’ pedagogical skills and instructional practices among primary school teachers. Primary school teachers who are receiving Continuing Professional Development Training for the session 2024-25 under the Directorate of Professional Development Peshawar were the population of the study. Random sampling technique was used for this study. The sample of the study was 100 Primary School teachers of three CPD Centers in Lahor (Swabi). A 5 Point Likert scale questionnaire was used for data collection. The data was analyzed through SPSS using descriptive statistics, correlation analysis and regression analysis. The findings reflected the importance of structured collaborative learning programs within educational institutions. The role of peer learning was highlighted in teacher development and demonstrates the value of institutional support for collaborative initiatives. The research also extends existing knowledge on professional development frameworks, providing empirical support for social learning theories in teacher education. It was recommended that active participation in collaborative learning communities, the documentation and sharing of successful teaching practices, regular peer observation and feedback, and the maintenance of reflective journals to track professional growth for teachers.
References
Araujo, S.B. (2015). Professional development within the effective early learning programme: a contribution to a participatory and context-sensitive approach to ECEC evaluation. Early years, 35 (3), 249–259.
Areljung, S, (2019). Why do teachers adopt or resist a pedagogical idea for teaching science in preschool? International journal of early years education, 27 (3), 238 253.
Belsley, D. A., Kuh, E., & Welsch, R. E. (2005). Regression diagnostics: Identifying influential data and sources of collinearity. John Wiley & Sons.
Becerra-Lubies, R. & Varghese, M. (2019). Expansive learning in teachers’ professional development: a case study of intercultural and bilingual preschools in Chile. International journal of bilingual education and bilingualism, 22 (8), 940–957.
Brenneman, K., Lange, A., & Nayfeld, I. (2018). Integrating STEM into preschool education: designing a professional development model in diverse settings. Early childhood education journal, 47 (1), 15–28.
Brian David McGuire (2011). Exploring the Influence of Teacher Collaboration on Teacher Self-Efficacy: A Single Case Study of a Charter High School. Thesis
Cheng, E. W. L., Chu, S. K. W., & Ma, C. S. M. (2016). Tertiary students’ intention to e-collaborate for group projects: Exploring the missing link from an extended theory of planned behaviour model. British Journal of Educational Technology, 47(5), 958–969.
Chen, J., Wang, M., Kirschner, P. A., & Tsai, C. C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta-analysis. Review of Educational Research, 88(6), 799-843.
Cherrington, S. & Thornton, K. (2015). The nature of professional learning communities in New Zealand early childhood education: an exploratory study. Professional development in education, 41 (2), 310–328.
Chu, H. C., Chen, J. M., & Tsai, C. L. (2017). Effects of an online formative peer-tutoring approach on students’ learning behaviors, performance, and cognitive load in mathematics. Interactive Learning Environments, 25(2), 203-219.
Datnow, A., & Park, V. (2018). Professional collaboration with purpose: Teacher learning towards equitable and excellent schools. Routledge.
Eadie, P., Stark, H., & Niklas, F. (2019). Quality of interactions by early childhood educators following a language specific professional learning program. Early childhood education journal, 47 (3), 251–263.
Falkner, K., Falkner, N. J. G., & Vivian, R. (2013). Collaborative learning and anxiety. SIGCSE ‘13: The 44th ACM Technical Symposium on Computer Science Education, Denver, CO, United States.
Fayyaz, S., Lashari, A. A., Rafiq, K., & Jabeen, N. (2023). Montessori teachers’communication effects on cognitive development of children. Journal of Namibian Studies: History Politics Culture, 33, 115- 131.
Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomized experiment. Active Learning in Higher Education, 17(1), 39-49.
Fullan, M.& Hargreaves, A. (1992) What's Worth Fighting for in your School: Working Together for Improvement. Buckingham: Open University Press in association with the Ontario Public School Teachers' Federation.
Goodrich, A. (2018). Peer mentoring and peer tutoring among K-12 students: A literature review. Update: Applications of Research in Music Education, 36(2), 13- 21.
Goddard, Y.L., Goddard, R.D., &Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools, Teachers College Record, 109(4), pp877-896.
Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age. London: Cassell.
Hertz-Lazarowitz, R., Kagan, S., Sharan, S., Slavin, R., & Webb, C. (2013). Learning to Cooperate, Cooperating to Learn. Germany: Springer Science and Business Media.
Hsu, Y. C., & Shiue, Y. M. (2018). Exploring the influence of using collaborative tools on the community of inquiry in an interdisciplinary project-based learning context. EURASIA Journal of Mathematics, Science and Technology Education, 14(3), 933-945
Hwang, G. J., & Chen, P. Y. (2019). Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments, 2513-2528.
Johnson, D. W., & Johnson, R. T. (2019). Social interdependence theory and cooperative learning: The teacher’s role. In R. M. Gillies, A. Ashman, & Terwel (Eds.), Teacher’s role in implementing cooperative learning in the classroom (pp. 9-37).
Jeong, H., Hmelo-Silver, C. E., & Jo, K. (2019). Ten years of computer-supported collaborative learning: A meta-analysis of CSCL in STEM education during 2005-2014. Educational Research Review, 28, 100284.
Khan, E., Lashari, A., & Iqbal, N. (2022). Stakeholders’ development: A paradigm shift of human resource development (HRD). GMJACS, 12(2), 104-118.
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486-490.
Law, Q., Chung, J., Leung, L., & Wong, T. (2017). Perceptions of collaborative learning in enhancing undergraduate education students’ engagement in teaching and learning English. US-China Review A, 7(2), 89-100.
Lim, S. W., Jawawi, R., Jaidin, J. H., & Roslan, R. (2023). Learning history through project-based learning. Journal of Education and Learning, 17(1), 67-75.
Li, Y., Jiang, C., Chen, Z., Fang, J., Wang, C., & He, X. (2023). Peer tutoring models in collaborative learning of mathematical problem-solving and their effect on group achievement. Education and Information Technologies, 28, 6595-6618.
Lynch, J. (2017). Short-term professional learning that focuses on beliefs and practice: improvements in preschool teachers ongoing literacy practice. Journal of early childhood teacher education, 38 (2), 164–181.
Maharani, R., Marsigit, M., & Wijaya, A. (2020). Collaborative learning with scientific approach and multiple intelligence: Its impact toward math learning achievement. The Journal of Educational Research, 113(4), 303-316.
Moreno-Guerrero, A. J., García, M. R., Heredia, N. M., & Rodríguez-García, A. M. (2020). Collaborative learning based on Harry Potter for learning geometric figures in the subject of mathematics. Mathematics, 8(3), 369-385.
Meirink, J.A., Meijer, P.C., &Verloop, N. (2007). „A closer look at teachers‟ individual
learning in collaborative settings‟, Teachers and Teaching: Theory and Practice, 13(2), pp145–164.
Nakata, Y., Nitta, R., & Tsuda, A. (2022). Understanding motivation and classroom modes of regulation in collaborative learning: An exploratory study. Innovation in Language Learning and Teaching, 16(1), 14-28
Ng, W., Nicholas, H., &, Alan W. (2010). School experience influences on pre-service teachers‟ evolving beliefs about effective teaching. Teaching and Teacher Education, 26, 278-289
Nolan, A. & Molla, T., 2018. Teacher professional learning as a social practice: an Australian case. International studies in sociology of education, 27 (4), 352–374.
Ocker, R. J. (2001). Collaborative learning environments: exploring student attitudes and satisfaction in face-to-face and asynchronous computer conferencing settings. J. Interact. Learn. Res. 12, 427–448.
Prachee, S., Ranjeet, N., & Sushanta, K. M. (2017). Teacher effectiveness through self-efficacy, collaboration and principal leadership, International Journal of Educational Management, 31(4), 20-41.
Samad, A., & Lashari, A. A. (2022). Analysis of administrative and educational experience of school principal in enhancing school performance. Journal of Positive School Psychology, 6(11), 3442-3452.
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: A meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79-103.
Shimazoe, J., & Aldrich, H. (2010). Group work can be gratifying: Understanding and overcoming resistance to cooperative learning. College Teaching, 58(2), 52-57.
Sun, Z., Lin, C. H., Lv, K., & Song, J. (2021). Knowledgeconstruction behaviors in a mobile learning environment: A lag-sequential analysis of group differences. Educational Technology Research and Development, 69(2), 533-551.
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students' Learning Outcomes. International Journal of Instruction, 14(3), 873-892.
Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., & Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20(3), 177–191.
Tuckman, B. W., and Jensen, M. A. C. (1977). Stages of small-group development revisited. Group Org. Studies 2, 419–427.
Vidyarthi, D. (2024). Collaborative Teaching a Pre-requisite of Effective Learning. International Journal For Multidisciplinary Research, doi: 10.36948/ijfmr.2024.v06i01.11916.
Ward, R. A. (2005). Impact of mentoring on teacher efficacy. Academic Exchange Quarterly, 9(4), 148-154.
Woodland, R., Lee, M.K. & Randall, J. (2013) „A validation study of the teacher collaboration assessment survey, educational research and evaluation‟, An International Journal on Theory and Practice, 19(5), pp442-460.
Zhao, X. (2024). The Impact of Collaborative Learning on Teacher Professional Development and Individual Growth Within Team Collaboration. Research and Advances in Education, 3(2), 11-15.
