Teacher’s Role of Encouraging Students' Cooperative Learning

Fostering Students' Learning

Abstract

This paper is an action research report based on the reflection of over three terms of teaching practices conducted in the graduate school of Akita International University. Upon reviewing the recorded video data of the classes during teaching practices held in autumn and winter practicum, the author found that the teacher talks a lot during classes, moreover indicating a significant case of teacher-centered classes. During the spring practicum, an investigation was operated based on classes with group work to examine whether a classroom environment fostering learner autonomy and peer-to-peer learning was provided or whether the teacher’s behavior effectively facilitated cooperative learning The results revealed that although there were instances where learning among students was facilitated, there were still shortcomings to prepare an environment for cooperative learning, as well as problems with a teacher’s involvement in group work. Taking these reflections into account, this report will discuss the topics for improvement in order to enhance future classes.