Cooperative learning in teacher education: a means to foster learning motivation and academic engagement among EFL pre-service teachers

被引：1
作者：
Chan, Sokhom [1 ]
Maneewan, Sorakrich [2 ]
Koul, Ravinder [3 ]
机构：
[1] King Mongkuts Univ Technol Thonburi, Fac Ind Educ & Technol, Learning Innovat & Technol Programme, Bangkok 10140, Thailand
[2] King Mongkuts Univ Technol Thonburi, Fac Ind Educ & Technol, Dept Educ Commun & Technol, Bangkok, Thailand
[3] Penn State Univ, Coll Educ, University Pk, PA 16802 USA
来源：
EUROPEAN JOURNAL OF TEACHER EDUCATION | 2024年 / 47卷 / 04期
关键词：
Teacher education; cooperative learning; EFL pre-service teachers; learning motivation; academic engagement; STUDENT ENGAGEMENT; AUTONOMY SUPPORT; SCHOOL; ACHIEVEMENT; IMPACT; CLASSROOM; KNOWLEDGE;
D O I：
10.1080/02619768.2022.2117026
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Research has shown that cooperative learning (CL) strongly promotes student learning at all educational levels. However, little is known about the CL's influence in teacher education. This study examined the impact of CL on EFL pre-service teachers' learning motivation and academic engagement using a pre-test/post-test quasi-experimental design. Two classes were randomly selected from regional teacher training centres in Cambodia, one class assigned as the experimental group (N = 35) and the other as the control group (N = 30). For one semester, the experimental group were exposed to CL while the control group were taught through lecture-based learning. Data were collected through adapted scales on learning motivation and academic engagement. The ANCOVA results revealed that CL was more effective for learning motivation and academic engagement, but no significant difference was found on extrinsic learning motivation. In conclusion, CL can foster learning motivation and academic engagement among EFL pre-service teachers.
引用
收藏
页码：658 / 675
页数：18
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