Scaffolding Techniques: A teacher training for cooperative learning in Thailand primary education

Nuntrakune, Tippawan and Park, Ji Yong (2013) Scaffolding Techniques: A teacher training for cooperative learning in Thailand primary education. The International Journal of Pedagogy and Curriculum, 19 2: 103-114.

Author Nuntrakune, Tippawan
Park, Ji Yong
Title Scaffolding Techniques: A teacher training for cooperative learning in Thailand primary education
Journal name The International Journal of Pedagogy and Curriculum   Check publisher's open access policy
ISSN 2327-7963
2327-9133
Publication date 2013
Year available 2013
Sub-type Article (original research)
Open Access Status
Volume 19
Issue 2
Start page 103
End page 114
Total pages 12
Place of publication Champaign, IL United States
Publisher Common Ground Publishing
Collection year 2013
Language eng
Formatted abstract
The benefits of using cooperative learning include academic achievement, communication skills, problem-solving, social skills and student motivation. Yet it is reported that cooperative learning as a Western educational concept may be ineffective in Asian cultural context. The study aims to investigate utilisation of scaffolding techniques for cooperative learning in Thailand primary mathematics classes. A teacher training program was designed to foster Thai primary school teachers’ cooperative learning implementation that includes the basic tenets of cooperative learning and socio-cognitive based learning. Two teachers participated in this experimental teacher training program for one and a half weeks and then implemented a cooperative learning in their mathematics classes for six weeks. The data collected from teacher interview and classroom observation indicated that both teachers were able to utilise scaffold techniques in their cooperative learning classes. This study showed that difficulty or failure of implementing cooperative learning in Thailand education may not be derived from cultural differences.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Historical and Philosophical Inquiry
 
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Created: Mon, 09 Mar 2015, 15:43:07 EST by Lucy O'Brien on behalf of School of Historical and Philosophical Inquiry