TITLE OF THE JURNAL :

TEACHER MISCONCEPTIONS AND UNDERSTANDING OF COOPERATIVE

LEARNING: AN INTERVENTION STUDY
BY
Mary Koutselini
University Of Cyprus, Nicosia, Cyprus

INTRODUCTION
The study of secondary school teachers in Cyprus. It is about revealing the concept of
cooperative learning teachers, help teachers through cooperative learning simulation to
build properties that differentiate it from traditional work groups. Teacher before this
study have the bad impression on cooperative learning because they do not know how
to ensure collaboration, clarity and interaction between students. Their attitude changed
during the action research and case study of cooperative learning simulation reveals the
internal and external characteristics. Cooperative learning is an instructional strategy
that simultaneously addresses academic and social skill learning by students. It is a
well-researched instructional strategy and has been reported to be highly successful in
the classroom. For a more in depth explanation of this strategy, follow this link to
the self-guided tutorial. There is an every increasing need for interdependence in all
levels of our society. Providing students with the tools to effectively work in a
collaborative environment should be a priority. Cooperative Learning is one way of
providing students with a well defined framework from which to learn from each other.
Students work towards fulfilling academic and social skill goals that are clearly stated. It
is a team approach where the success of the group depends upon everyone pulling his
or her weight.
The purpose of this study regarding:
1) Expose teachers' perceptions of cooperative learning.
2) Assist teachers through cooperative learning simulation to build features that differ
from traditional work groups.
Results of Findings:
1) The study found that teachers' negative attitude about cooperative learning because
they do not know how to ensure collaboration, clear, and interaction between group
members
2) Their attitude changed during the learning action research
3) cooperative learning simulations reveal internal and external attitude to lead student
outcomes.
Background of the theory :
1 ) What is the one concept that experienced teachers made them reluctant to use
collaboration as a process of teaching in their classrooms ?
2 ) Can they change the understanding and attitudes towards cooperative learning in a
real learning environment ?

Cooperative learning is a teaching and learning situation in which students are divided
into small groups and learning in a group. Mngikut Johnson and Johnson (1998 ) kecilini
group is divided into four parts:

1 ) The pseudonym ( pseudo groups )
Team members assigned to work in a group, but there is little interest or no interest at
all to work together in a group. Members of these groups simply menumpang.Iaya
would burden the other group members .

2) The traditional
The group agreed to work but there is a more avid for love alone .

3) The koooperatif
The group is committed to their goal of achieving success as a group .

4 ) High Performance Cooperative Group (High- performance Cooperative Groups)
Groups that meet all the criteria required for the cooperative and meet all targets .
Teachers in the past have misconceptions and confusion about the idea of cooperative
learning that prevent them from using it in their teaching. The interaction between them
can change their knowledge tentangh cooperative learning. Their experiences while
studying and teaching coupled only emphasize academic education simply does not
allow them to try new teaching approaches . They jga not clear about cooperative
learning theory before. At the end of the study , participants who are teachers agreed
that internal changes between individual and collaborative learning is a crucial
component in the cooperative . If we give students time to work individually, and allow
them to express their own feelings about the information or tasks are given , they will
want and love to listen to others ( McManus & Gettinger , 1996 ) . All people have the
motivation , values, background knowledge and skills . This research will transform
negative to positive perspective. Lack of experience of the differences between group
differences and group cooperative learning groups Pseudo @ traditionally invited to
misconceptions that prevent teachers using cooperative learning as a learning
procedure and interesting results. Conceptual change from one concept to the
construction of knowledge based on experience and attitude change from rejection to
build motivation and believe in the value of cooperative learning as key findings.