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Cooperative learning in physical education encountering Dewey’s educational theory

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journal contribution
posted on 14.01.2020, 10:17 by Ashley CaseyAshley Casey, Mikael Quennerstedt
Cooperative learning can be considered as an umbrella term for a number of classroom practices. In this paper we consider the educative nature of cooperative learning in physical education, and we have challenged ourselves to examine how cooperative learning can enhance the education of young people. We do this by revisiting cooperative learning’s Deweyan foundations and hold that such a move would be a constructive way forward for cooperative learning in physical education. We argue that there is a risk, in not going back to its educational roots, that cooperative learning might just become another way to teach, for example, games or sports, and that it currently puts too much emphasis on destination rather than journey. We suggest that using Dewey’s idea of education and experience would add: a situational element, a directional element, a temporal element, a communal element, and an educative element. In this way, the use of cooperative learning in physical education can move away from exclusively developing students’ skills, towards an open-ended process of becoming where a diversity of students transform and are being transformed by one another.

History

School

  • Sport, Exercise and Health Sciences

Published in

European Physical Education Review

Volume

26

Issue

4

Pages

1023-1037

Publisher

SAGE Publications

Version

VoR (Version of Record)

Rights holder

© The Authors

Publisher statement

This is an Open Access Article. It is published by Sage under the Creative Commons Attribution-NonCommercial 4.0 International Licence (CC BY-NC). Full details of this licence are available at: https://creativecommons.org/licenses/by-nc/4.0/

Acceptance date

03/01/2020

Publication date

2020-02-21

Copyright date

2020

ISSN

1356-336X

eISSN

1741-2749

Language

en

Depositor

Dr Ash Casey. Deposit date: 13 January 2020