The underlying beliefs in Pirkko’s narrative about implementing collaborative learning in mathematics - ‘my job is to give individual instruction’
Bibliographic Data
| ID | 21496711 |
|---|---|
| Authors | Tatu Dimitri Tuomela (0000-0003-0277-7019, University of Oulu, corresponding author), Audrey Paradis (0000-0002-2462-0891, University of Oulu) |
| Year | 2026 |
| Volume | 49 |
| Issue | 1 |
| Pages | 232-248 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2023.2298359 |
| OpenAlex | W4390975328 |
| Language | EN |
| References cited | 21 |
Many teachers resist adopting collaborative learning despite its proven benefits.Beliefs play a role in this resistance, but exactly how they do so has yet to be understood.This narrative study provides a comprehensive analysis of one resisting teacher's ambivalent perceptions and underlying beliefs about implementing a collaborative approach to learning mathematics in a Finnish seventh-grade class.Our results reveal how the seemingly noble goal of guiding students individually and associated beliefs may inhibit teachers from adopting collaborative learning even after successfully implementing it
Mastery Learning · Mathematics education · Narrative · Pedagogy · Teaching method · Education and Technology Integration · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology
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| Highly cited | No |
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