The master's thesis is based on the research of cooperative learning in practice, namely in Slovene lessons in the first five years of elementary school. A well performed cooperative learning, which is performed (not every lesson) by a teacher, prepares pupils for further life. It teaches them how to be tolerant, cooperative, helpful, obedient, settled, perseverant, express thoughts, ideas, opinions, etc. and it helps the teacher to prepare more interesting contents of the language lesson. Through cooperative learning the teacher can create such learning environment in which pupils become motivated (curious and active) for their work. Consequently, pupils develop their strong areas and/or suppress their imperfections. The aim of the research was to find out how selected teachers perform their work in Slovene language lessons when cooperative learning is included, and what these teachers thing about the performed teaching hour and about cooperative learning in general. Cooperative learning was observed in five teaching hours and with five teachers. We used an observation sheet and after each observed lesson made an interview with the teacher whose lesson we observed. The research gave us information on what teachers should be more attentive to when it comes to cooperative learning, especially in Slovene language lessons. The research showed that teachers want to perform lessons with cooperative learning but are not organised well, which can be the consequence of having a lack of knowledge about the following important elements of cooperative learning: establishment of a clear common goal, establishment of a role for each individual in the group and assurance of individual responsibility for work in the group, process evaluation of work and relations.
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