Some educators may see cooperative learning as a Western pedagogy that is difficult to use in Eastern countries with a Confucian Heritage, while others argue that the philosophy of Confucius parallels the elements of cooperative learning. This article reports the key findings of a 2-year longitudinal study that investigated the perceptions of cooperative learning and pupils’ problems with cooperative learning in a Hong Kong primary school. A school-based staff development programme was conducted to help teachers prepare students for using cooperative learning in their classes. Pupils were interviewed at various stages of the study, and classroom observations were conducted to see how they worked in cooperative groups in the core subjects. The results showed that pupils’ perceptions of cooperative learning were generally positive though they encountered some problems in working together. The results are discussed with reference to the influence of Confucian heritage culture on pupils’ perceptions of CL, and recommendations are made for accommodating cooperative learning accordingly. Copyright © 2014 Taylor & Francis.
|Early online date||Apr 2014|
|Publication status||Published - 2014|
CitationChan, K. W. (2014). Cooperative learning in a Hong Kong primary school: Perceptions, problems and accommodation. Intercultural Education, 25(3), 216-228.
- Cooperative learning
- Pupils' perceptions
- Pupils' problems
- Teacher as mediator
- Confucian Heritage culture