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Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation

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The Teacher’s Role in Implementing Cooperative Learning in the Classroom

Part of the book series: Computer-Supported Collaborative Learning ((CULS,volume 8))

The chapter presents four systemic cooperative learning (CL) long-term programs conducted in northern Israel, with Arabs and Jewish schools in mixed cities or neighboring communities. In each of those programs the teachers-educators expanded their roles implementing reforms based on cooperation. The first program extended the classic method of Group Investigation (GI) to Innovative Technology (IT) sites of learning. The second program expanded the “face to face” model of “The Six Mirrors of the Classroom” to classrooms using complex investigations in the open spaces and the highway of technology. The third broadened the role of teachers to become facilitators of a CL school-family partnership within the school and across schools. The fourth, formed a principals community of leaders, who based on cooperation transformed their vision, skills and knowledge to generate a vision of critical cooperative pedagogy aimed to empower and bring equality to the schools and the community at large.

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Author information

Authors and Affiliations

  1. Faculty of Education, Haifa University, Israel

    Rachel Hertz-Lazarowitz

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  1. Rachel Hertz-Lazarowitz
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Editors and Affiliations

  1. University of Queensland, Qld 4072, Brisbane, Australia

    Robyn M. Gillies  & Adrian F. Ashman  & 

  2. Vrije University, 1081 BT, Amsterdam, Netherlands

    Jan Terwel

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Hertz-Lazarowitz, R. (2008). Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation. In: Gillies, R.M., Ashman, A.F., Terwel, J. (eds) The Teacher’s Role in Implementing Cooperative Learning in the Classroom. Computer-Supported Collaborative Learning, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-70892-8_2

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