نوع مقاله : علمی - پژوهشی
نویسندگان
1 دانشجوی دکتری گروه مدیریت آموزشی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران
2 دانشیار گروه روشها و برنامهریزی آموزشی و درسی، دانشگاه تهران، تهران، ایران.
3 دانشیار دانشکده علوم انسانی دانشگاه آزاد اسلامی واحد قم
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Objectives: Today's students are the future leaders who will oversee various economic, industrial, social, cultural, and educational systems. Therefore, classrooms across different educational levels, particularly at the elementary level, present unique opportunities for students to hone their leadership skills. The investigation of active teaching-learning methods, such as cooperative learning, has been limited despite their potential to develop essential skills. This research gap prompted the current study, which aimed to identify the components and processes of cooperative learning for fostering leadership skills in elementary school children.
Based on the theory of social interdependence, cooperative learning encompasses five fundamental elements: positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Cooperative learning, therefore, involves students working together in diverse small groups to achieve a shared objective. Through the exchange of ideas and thoughts, they strive to enhance their own learning as well as that of their peers. This approach plays a significant role in maximizing the learning potential of all students.
Materials and Methods: The current study employed a multi-method approach, utilizing meta-synthesis and focus groups. A total of 39 studies on cooperative learning elements and 27 studies on cooperative learning processes from 2001 to 2022 were subjected to analysis using the Sandelowski and Barroso method. Following the formulation of research questions, a systematic review of sources was conducted, and articles meeting predetermined criteria were selected. Subsequently, data were extracted and analyzed, with coding performed using Atlas-ti software. To enhance, modify, and standardize the data, focus groups were employed, and the findings were presented in the form of research results.
Discussion and Conclusions: The study's findings revealed that four out of the five fundamental components of cooperative learning significantly enhance leadership abilities in elementary school students. Positive and mutual interdependence, as one of these components, fosters skills such as active listening, mutual respect, cooperation, effective communication, inclusivity, and empathy. The second key element, responsibility, contributes to the development of self-confidence, self-esteem, respect for others' rights, and a sense of accountability. Interpersonal skills play a crucial role in cooperative learning by fostering interactive and communication abilities, as well as strengthening problem-solving, conflict resolution, summarizing, time management, and clear expression of thoughts. Additionally, it helps in developing leadership and group awareness among students. Furthermore, research indicates that interaction, as a component of cooperative learning, enhances students' communication and problem-solving skills. It's worth noting that the term "group consciousness" is less commonly used in studies related to cooperative learning. The term "improvement" is closely linked to the fifth element of cooperative learning, known as group processing. When implementing the cooperative learning approach, both teachers and students play a crucial role. Through preparation, planning, implementation, and evaluation, they can lay the groundwork for developing students' leadership skills. The study's findings highlight the importance of skills such as responsibility, conflict resolution, learning in the moment, and self-confidence. Additionally, skills like self-development, problem-solving, and feedback have unveiled new dimensions of leadership skills, significantly contributing to knowledge development in this area.
The outcomes of this study could persuade policymakers to incorporate the cooperative learning approach into the curriculum for teacher training at Farhangian University and other teacher training institutions. Furthermore, these findings could encourage educational leaders to support the effective implementation of cooperative learning through the professional development of teachers. Lastly, the study's results may enhance teachers' motivation to utilize cooperative learning and prompt parents to actively support teachers in implementing this approach.
کلیدواژه‌ها [English]
)