The underlying beliefs in Pirkko's narrative about implementing collaborative learning in mathematics - 'my job is to give individual instruction'
Tuomela, Tatu Dimitri; Paradis, Audrey (2024-01-18)
Taylor & Francis
18.01.2024
Tuomela, T. D., & Paradis, A. (2024). The underlying beliefs in Pirkko’s narrative about implementing collaborative learning in mathematics - ‘my job is to give individual instruction.’ European Journal of Teacher Education, 1–17. https://doi.org/10.1080/02619768.2023.2298359.
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© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202406134479
https://urn.fi/URN:NBN:fi:oulu-202406134479
Tiivistelmä
Abstract
Many teachers resist adopting collaborative learning despite its proven benefits. Beliefs play a role in this resistance, but exactly how they do so has yet to be understood. This narrative study provides a comprehensive analysis of one resisting teacher’s ambivalent perceptions and underlying beliefs about implementing a collaborative approach to learning mathematics in a Finnish seventh-grade class. Our results reveal how the seemingly noble goal of guiding students individually and associated beliefs may inhibit teachers from adopting collaborative learning even after successfully implementing it.
Many teachers resist adopting collaborative learning despite its proven benefits. Beliefs play a role in this resistance, but exactly how they do so has yet to be understood. This narrative study provides a comprehensive analysis of one resisting teacher’s ambivalent perceptions and underlying beliefs about implementing a collaborative approach to learning mathematics in a Finnish seventh-grade class. Our results reveal how the seemingly noble goal of guiding students individually and associated beliefs may inhibit teachers from adopting collaborative learning even after successfully implementing it.
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