| Abstract [eng] |
Aim. To reveal the peculiarities of the organisation of collaborative learning in general education institutions. Objectives: 1. To reveal the expression of collegiate cooperative learning in the scientific literature and the documents regulating education. 2. To analyse the forms and possibilities of organising collegiate cooperative learning in educational institutions. 3. To investigate teachers' attitudes towards the possibilities and expression of the organisation of collegiate cooperative learning in educational institutions. Subjects. Participants of the study – teachers of Rokiškis district, working according to primary, elementary and secondary education programmes. Methods: An analysis of scientific literature and documents regulating education was carried out to reveal the expression of collegiate cooperative learning, the forms and possibilities of organising collegiate cooperative learning in educational institutions. The quantitative research method was chosen for the empirical study because it is objective and the answers obtained from the respondents can be measured and quantified, and the questionnaire method was selected for the data collection and objectivity of the results. The mathematical statistics software SPSS 24.0 was used to process the survey data. Structure of the paper. The paper analyses the concept of collegiate cooperative learning, its expression in the documents regulating education, its evaluation in the scientific literature, the features of collegiate cooperative learning (its forms, the creation of a culture of cooperation, the role of leadership, the provision of feedback) and its advantages and problems of organisation. The paper discusses the organisation, methodology and results of the empirical study. Study results. In the educational institutions of Rokiškis district, the implementation of collaborative learning involves feedback from school administrators on the results of teachers' external evaluations, school and classroom performance, and various forms of cooperative learning: teachers discuss educational issues at staff meetings, analyse subject-specific educational issues in methodological group activities, learn to teach together with colleagues, exchange learning materials, work with other teachers to ensure that assessment criteria are the same to ensure pupils' progress, take part in discussions on certain pupils' progress and learning planning, work together with specialists in the same classroom, take part in collaborative professional development activities, and refer to colleagues and support specialists in case of difficulties. Even though teachers are given the opportunity to initiate a range of collaborative learning activities, they are mostly initiated by the administration. Teachers' collegiate collaborative learning is hampered by lack of time, the passivity and reluctance of other teachers to work as a team, and an undeveloped collaborative culture. Collegiate learning has a positive impact on teachers' professional development, pupils‘ performance and various school processes. By receiving feedback, teachers become more competent in organising pupils' education and development, and teachers' subject competences improve. Collegiate learning and collaboration provide new competences and skills that help to achieve common goals, facilitate the mastery of new educational content, and increase teachers’ creativity and motivation. |
