PRE-SERVICE TEACHERS' REFLECTIVE NARRATIVES ON COOPERATIVE LEARNING: CONFIGURATIONS OF NEED-SUPPORTIVE TEACHING IN HIGHER EDUCATION

This study focuses on developing pre-service primary school teachers' knowledge of cooperative learning and includes the analysis of qualitative and quantitative methods to determine both the pre-service teachers' professional development through reflection and the interrelations between the dimensions of need-supportive teaching, i.e. autonomy support, structure and involvement. The study is based on a group of teacher trainees' professional development on cooperative learning in the form of physical challenges for groups of pupils in three primary schools.