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

Volume 8 of the series Computer-Supported Collaborative Learning pp 38-55

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

  • Rachel Hertz-LazarowitzAffiliated withFaculty of Education, Haifa University

* Final gross prices may vary according to local VAT.

Get Access

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.