Cooperative Learning: The Power of Positive Interdependence in Storyline
Chapter, Peer reviewed
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Original versionKarlsen, K. H.& Häggström, M. (Ed.). (2020). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Waxmann. 10.31244/9783830989868
Chapter 1. This chapter examines student teachers’ experience regarding cooperative learn-ing which was set up for a Storyline. The data consist of group interviews with a total of 22 students, along with the passive participatory observation of three student groups working with Storyline. The study uses a qualitative, exploratory and interpretive ap-proach to the data analysis. The analysis indicates that the students considered coop-erative learning, as the group work was structured in this Storyline, to be valuable for the perception of i) Depth in academic learning, ii) Emotional binding, and iii) Shared responsibility. However, difficulties that might hinder high quality relationships were detected in relation to time pressure and the complementary roles. The study concludes that, although The Storyline Approach offers a good framework and structure for expe-riencing high-quality group working, sufficient time must be set aside to carry out the cooperative processes initiated by a Storyline.